Carriculum Main

The New Medical Curriculum for
Ethiopia
FMOH AND FMOE
January 2015
Addis Ababa, Ethiopia
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Preface
Curricula and curriculum development play an important role with regard to the quality of
educational delivery. Curricula help to facilitate the learning process in a way that learners
acquire the set of competencies (skills, knowledge and attitude) required.
The curriculum development process has been jointly led by the Ethiopian Federal Ministries of
Health (FMoH) and Education (FMoE) and under the focus of the National Medical and Health
Sciences Curriculum Council. Tulane University Technical Assistance Program Ethiopia
(TUTAPE) has fully supported the different activities of the curriculum development process
through technical and financial support from inception to the present. The Federal Ministry of
Health would like to recognize the support given by CDC Ethiopia and TUTAPE.
The development of this curriculum has been entrusted to a Taskforce with members from
FMoH / Tulane University, FMoE, Addis Ababa University (AAU), University of Gondar
(UOG), MekeleUniversity (MU), HawassaUniversity (HU), JimmaUniversity (JU), the World
Health Organization (WHO), Jhpiego and THET (The Tropical Health and Education Trust) .
National and International experts have also participated as advisors and reviewers through
TUTAPE. The curriculum preparation was based findings of several important assessments: the
results of the Competency Assessment Survey of General Practitioners in Ethiopia which was
conducted in 2009, review of national health policies and priorities, review of the current
medical education in Ethiopia, international benchmarking of best practices and in-depth review
of current global trends of medical education. The curriculum integrates innovative strategies
from around the world and is designed to address the health problems of the Ethiopian people.
The curriculum was presented to national area and subject matter experts for review and their
additional professional inputs. The Ministries of Health and Education of Ethiopia would like to
recognize the contribution of all universities, institutions, partner organizations and senior
experts who participated in the enrichment of the curriculum. Recognition also goes to the World
Bank country office for sponsoring the national council deliberations.
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CONTENT Page
PREFACE-------------------------------------------------------------------------------2
1. INTRODUCTION--------------------------------------------------------------------------6
2. THE CURRICULUM DEVELOPMENT PROCESS--------------------------------- 9
3. OVERVIEW OF THE CURRICULUM------------------------------------------------ 12
4. DEGREE NOMENCLATURE---------------------------------------------------------- 13
5. DURATION OF THE PROGRAM-------------------------------------------------- 13
6. VISION-------------------------------------------------------------------------------------- 13
7. MISSION------------------------------------------------------------------------------------ 13
8. GOALS----------------------------------------------------------------------------------- 14
9. COMPETENCIES FOR THE ETHIOPIAN MEDICAL DOCTOR----------- 15
10. CURRICULUM MODEL (DESIGN) -------------------------------------------------- 24
11. EDUCATIONAL STRATEGY----------------------------------------------------------- 25
12. PROGRAM ORGANIZATION: KEY COMPONENTS OF THE PROGRAM--- 28
13. PROGRAM STRUCTURE-------------------------------------------------------------- 33
14. LAERNING AND TEACHING METHODS ------------------------------------------38
15. A TYPICAL WEEK IN INTRODUCTION TO MEDICINE----------------------- 43
16. A TYPICAL WEEKS PROGRAM IN YEAR 1& 2----------------------------------44
17. A TYPICAL WEEKS PROGRAM IN YEAR 3&4(CLERKSHIP I&II) --------- 45
18. ASSESSMENT METHODS------------------------------------------------------------ 46
19. ADMISSION POLICY AND SELECTION CRITERIA------------------------- 53
20. GRADING AND CRITERIA FOR PROMOTION -------------------------------------55
21. GRADUATION REQUIREMENTS --------------------------------------------------------56
22. QUALITY ENHANCEMENT, MONITORING & EVALUATION----------------- 57
23. GENERAL OVER VIEW OF THE MAJOR ARMS -------------------------------------61
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24. CURRICULUM MODULES SUMMARY --------------------------------------------88
YEAR 1 MODULES -----------------------------------------------------------------------------89
YEAR II MODULES---------------------------------------------------------------------------------- 101
YEAR III MODULES-------------------------------------------------------------------------------- 110
YEAR IV MODULES------------------------------------------------------------------------------- 116
INTERNSHIP -------------------------------------------------------------------------------------------125
BIBLIOGRAPHY---------------------------------------------------------------------------------- 127
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Acronyms
ACGME -Accreditation Council for Graduate Medical Education

COBE - Community Based Education
COME - Community Orientation in Medical Education
CPD -Continuing Professional Development
DOCS-Direct Observation of Clinical Skills
EMA- Ethiopian Medical Association
ENA- Ethiopian Nurses Association
EPA- Ethiopian Pharmacists Association
EPH- Ethiopian Public Health Association
GPs- General Practitioners
HRD- Human Resource Development
HSDP- Health Sector Development Programs
MoE- Ministry of Education
MoH- Ministry of Health
OSCE- Objective Structured Clinical Examination
OSPE- Objective Structured Practical Examination
PBL-Problem-based Learning
PCD-Professional Competency Development
PRRE- Personal Research and Reflection Exercise
SDL- Self-Directed Learning
SGS- Small Group Sessions
SPH- Social and Population Health
THET- The Tropical Health and Education Trust
TUTAPE- Tulane University Technical Assistance Program, Ethiopia
WGS- Whole Group Sessions
WHO- World Health Organization
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Acknowledgment
FMoH is pleased to acknowledge NEMI medical school Deans, Academic vice presidents,
JHPIGO, ICAP, HERQA, HESC FMoE for all technical support in revising the draft curriculum
and develop competency based modular curriculum. We are also grateful to Medical
education team FMoH for arranging the workshop for the development of this curriculum
through intensive discussion and professional commitment.
We take this opportunity to express gratitude to all Department faculty members for their
involvement in submitting the gaps identified area of specialty. We thank to all institutions
for the unceasing encouragement, support and attention in the process. Our unwavering
appreciation also goes to our partners who supported NEMI medical schools through this
venture.
We also place on record, our sense of gratitude to one and all, who directly or indirectly,
have lent their hand in this endeavor.
Last but not the list, all the team members and editors listed below; who had actively
participated and made professional contribution deserve acknowledgement.
Participants on the revision workshop:
1. Dr.Samrawit Tassew-------------------FMoH
2. W/t Ekram Redwan--------------------------FMoH
3. Dr.Wondwossen Eshetu----------------FMoH
4. Ato Adamu Gnaro-----------------------FMoE
5. W/ro Asegedech Shawl------------------HESC
6. Dr.Zerihun Wolde------------------------HERQA
7. Dr.Tegbar Yigezaw----------------------jpiego
8. Dr.Solomon Worku-----------------------ICAP
9. Dr.Fasika Amdeslasie--------------------Mekelle University
10. Dr.Tsedeke Asaminew-------------------Jimma University
11. Dr.Mulugeta Wondimu-------------------Axum University
12. Dr.Nebret Abebaw------------------------D/markos University
13. Dr.Ermias Endewnet----------------------D/birhan university
14. Dr.Habtamu G/Michael-------------------Dilla university
15. Ato Chalachew Abiyu----------------------Wollo university
16. Ato Habtamu Azene------------------------W/sodo university
17. Ato Birkuk Yeshitela-----------------------Yekatite 12 hospital medical college
18. Ato Balisa Mosisa---------------------------Wellega university
19. Ato Desalegn Bekele------------------------Diredawa university
20. Dr.Dereje Yadesa----------------------------Ambo university
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21. Dr.Abebe Firdisa-----------------------------Adama hospital medical college
22. Dr.Sebsebe Desalegn-------------------------Yirgalem hospital medical college
23. Dr.Alem Mekete------------------------------Madawalabu university
24. Dr.Zinabu Abraham--------------------------W/sodo university
25. Ato Tesfahun Molla---------------------------W/sodo university
Compiled by:
Dr.Wondwossen Eshetu---------------FMoH
W/t Ekram Redwan--------------------FMoH
Dr.Sebsibe Desalegn------------------ICAP
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1. INTRODUCTION
Ethiopia is a nation with a low doctor to population ratio of about 1:36,158. This ratio is
significantly lower than the WHO recommended standard of 1:10,000 for developing countries.
In 2008/9, the country had a total of 2151 physicians, of which 934(43%) were working in Addis
Ababa where only 5% of the population lives. Of the remaining 57%, most were concentrated in
the main cities of the respective regions.1This situation remains unchanged today and demands
educating more physicians to practice in the Ethiopian health care system, in both rural and
urban settings.
The Ministry of Health (MoH) developed the Health Sector Development Program (HSDP) in
which the government emphasized the need for Universal Primary Health Care Coverage.
Human Resource for Health (HRH) is a corner stone for the health system to f well at all
levels of service delivery. The FMOH -HRH strategy estimates that general practitioners must be
trained by the year 2015 in order to meet the health needs of the country.
To scale up and transform the doctor population ratio and meet the health care needs of the
country in 2008 the FMoH and FMoE proposed to develop a new national medical education
curriculum which should embrace a fast-track program address uniquely Ethiopian challenges
and enroll health and natural sciences graduates. To develop the envisioned curriculum, the
National Medical and Health Science Curriculum Council established a task force with members
from FMoE, FMoH, TUTAPE, five universities with medical schools( AAU, UOG, MU, HU,
JU), the WHO and Jhpiego. National and international consultants with vast experience in
medical education and curriculum development also contributed to the collaborative
development process of the curriculum.
It has been half a century since medical education was started in Ethiopia. We honor the past by
building to the future. The education of tomorrows doctors for Ethiopia demands the continual
evolution of practices and the adoption of new and innovative strategies. Societal changes
contribute significantly to the shaping of medical education. Added complexities include the
explosion of scientific discoveries and
1 MOH, Health and Health Related Indicators, 2001E.C.(2008/09)
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new knowledge, the mounting burden of chronic diseases and the challenges of serving rural and
remote populations. These emerging issues influence the skill sets required of contemporary
Ethiopian health professionals. We need to prepare the Ethiopian medical education system for
the current millennium.
The New Medical Education Curriculum Taskforce has taken in to account the Edinburgh
Declaration and several other global recommendations for improvements in medical education
and has used it as a framework for training Ethiopian physicians of the future. A range of
teaching settings beyond the hospital including, out-patient clinics, ambulatory care, primary
care units and other sites in the community will be integrated. As physicians need to be
independent and critical thinkers, the curriculum has as a guiding concept the value of problem-
based learning and competency-based assessment, founded on strong clinical skills, sound
reasoning and appropriate attitudes and values. The curriculums focus is on the unique health
care needs of the country while conforming to international standards for medical education. The
curriculum and assessment system are crafted to ensure the achievement of professional
competencies, a concept that encompasses medical expertise; a deep understanding of the
patient, family and population; excellent communication skills; compassionate care and
productive interactions with medical colleagues, co-workers and the public. To equip future
doctors with the capacity to practice in a constantly evolving environment; lifelong learning
skills, including continuing medical education methodologies are integrated.
The curriculum is also consistent with many the recommendations of the Global Independent
Commission for Education of Health Professionals of the 21st century2 which called for
instructional reforms that include adopting competency-driven approaches, teaching-learning
methods that encourage critical inquiry, development of social accountability, and promoting
inter and trans professional education. The proposed outcome of the instructional reform is
transformational learning, which involves three fundamental shifts: shift from fact memorization
to searching, analysis and synthesis of information
for decision making, from seeking professional credentials to achieving core-competencies, from
non- critical adoption of educational models to creative adaptation of global resources to address
local priorities. The Commission also recommended institutional reforms, which includes
expanding academic centers to academic systems encompassing networks of hospitals and
primary care units.
2 Global Independent Commission (2010).Education of Health Professionals for 21st Century.

The LANCET
2. THE CURRICULUM DEVELOPMENT PROCESS
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The new innovative medical curriculum for Ethiopia has passed through several steps for
curricula development. Various activities have been integral to this process. The choice of the
curriculum structure, design and content are based on current academic articulations, and the
goals set by the Ethiopian government to produce the next generation of doctors that meet
changing health care needs.
2.1. Phase one
The initial phase included the following major activities essential for the development of the new
curriculum.
Comprehensive Desk Review: A comprehensive desk review investigated current global

trends in medical education and revealed innovative approaches being introduced and utilized in
developed as well as developing countries to cope with changes in political systems,
epidemiological and demographic patterns, and technology and health care systems. A clear shift
from the traditional to innovative ways of medical education was observed.
Stakeholder Opinion Survey: The objective of this survey was to understand the views of
stakeholders (University Presidents, Deans, Medical Directors, practicing physicians, and health
professional associations chair persons (EMA, ENA, EPHA, EPA). Some of the areas explored
were: how the doctor to population ratio could be improved, opinion on the human resources for
health (HRH) need for Ethiopia, medical education methodologies and their role as partners. The
results of interviews and questionnairesurvey indicated that a large majority agree to the need
medical education transformation and that the number of doctors is inadequate to meet the
Health needs of the country. They were willing to participate in the implementation process.
Competency Assessment Survey of General Practitioners (GPs): A national survey was

conducted in all regions of Ethiopia; 700 medical doctors and 72 hospitals participated. This
survey revealed the existence of gaps in the competency of GPs. The survey assessed the
knowledge, skills and values of GPs practicing for one to five years after graduating from
medical school. Using the questionnaires, GPs self-reported on the knowledge, skills and values
they acquired from their medical education, what they felt was missing, which areas needed
strengthening and what new areas should be introduced to better equip GPs. Simultaneously, the
same questionnaire was given to senior medical doctors, specialists and health professionals
holding leadership roles in hospitals and health facilities where these GPs were practicing.
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Focus Group discussions with health professionals primarily medical doctors working in the 72
hospitals were also conducted on the same questionnaire.
The survey results indicated that a large majority of GPs believe medical education needs more
practical skill training and that the clinical and internship years were the most valuable to their
practice of medicine. A large majority felt they were not adequately equipped with life saving
neither clinical skills nor the ability to perform emergency surgical procedures. They indicated
that more practical training was mandatory. They highlighted need for the basic sciences to be
better focused and clinically oriented. The need to focus the unique health problems of the
community was also identified. The importance of building competencies in the areas of
leadership, communication, ethics, and IT skills was out. They shared their ideas on what they
think needs to be introduced to handle the challenges of health care at the grass roots level in
Ethiopia. The results of the senior medical professionals and the focus group discussions also
validated the observations made by the GPs.
Benchmarking: Identifying and learning from best practices and innovations adapted at
international universities was a major activity in the curriculum development process. In 2009,
task force members visited 12 medical schools universities in Canada, the Netherlands, Egypt,
Sudan and South Africa to study their curricula and implementation experiences. Their key
successes and challenges in the areas of educational programs, curricula, innovative teaching
methodologies, faculty development and involvement, community involvement, social
accountability, facilities and implementation costs were studied and benchmarked. Several
universities in the United States of America were also benchmarked especially to look in to how
the four years program after bachelors degree is being conducted and how innovations were
introduced. Experiences of many other universities in Australia, Philippines, Norway, England,
Cuba, Venezuela, UAE, India, Pakistan, Germany, Singapore, African (Nigeria, Tanzania
and Mozambique) were looked at through literature review in relevant curriculum areas.
2.2. Phase two
The second phase involved determining the type of steps the curriculum development process
should pass through. The Six Step approach of competency based curriculum development was
chosen. The curriculum development process components were as follows:
Step1:
Problem identification and general needs assessment of health care in Ethiopia.
Understand the evolution and current approach to medical education & accreditation in
Ethiopia,
Design the curriculum.
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Step 2:
Identify competencies for the Ethiopian General Practitioner based on the Global Minimum
Essential Requirements in Medical Education, competencies identified by the ACGME and the
gaps identified in the national competency assessment survey.
Step 3:
Develop goals and objectives for the curriculum.
Step 4:
Identify educational strategies through course identification, develop course sequencing and
duration, and formulate teaching and assessment methodologies.
Step 5:
Develop the resource standard for medical schools.
Conduct capacity assessments and surveys at selected implementation sites (Colleges and
Universities).
Step 6
Develop a monitoring and evaluation system for the program.
2.3. Phase three:
Third phase included:
Capacity building survey of universities selected for implementation,
Review of the curriculum by international medical education experts,
Review of the curriculum by national experts,
Present the final curriculum to the National Medical and Health Sciences Curriculum Council.
Conduct a forum to build a national consensus.
2.4. Phase four:
Implementation of the curriculum.
Preparation for implementation
Preparation of medical schools for appropriate delivery of the curriculum

Resource allocation
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Faculty development
Student recruitment and selection
Implementation of the curriculum.
3. OVERVIEW OF THE CURRICULUM
This curriculum is intended to produce medical doctors equipped with the essential knowledge,
skills and values to handle the problems of health care in Ethiopia. The desired candidates are
Natural and Health Sciences graduates at the BSc level.
The curriculum has 3 major arms that are integrated horizontal as well as vertically: Biomedical
and Clinical Sciences, Professional Competency Development (PCD) and the Social &
Population Health (SPH) Sciences.
The curriculum is organized in five major components namely: Introduction to medicine module,
System based modules (including PCDs), Social and Population Health modules, Clerkship and
Internship.
1. Introduction to medicine module:This module integrates the biomedical sciences, Professional

competency development (PCD) courses and is linked to social and population health (SPH)
2. The System based modules: These modules integrate the Biomedical, Professional competency
development sciences (PCD) around body systems and themes.
3. The Social & Population Health (SPH) modules: These modules integrate the Social and
Population Health Sciences around themes to be offered longitudinally but linked to the
Biomedical and Clinical Sciences throughout the 4 years of the curriculum.
4. Clerkship: Clerkships enhance clinical training while integrating PCD and SPH with every
discipline attachment.
5. Internship: Including primary care attachment and research.
The new curriculum is unique to Ethiopias Health Sciences and Medical Curricula in the following
ways:
Competencies are the basis of the curriculum development, delivery and assessment,
It has integrated the different sciences at all levels.
Integrating education with practice in laboratory, health care facility and the community at
every level.
Early clinical contact and longitudinal community based education,
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Introduced new and innovative learning and teaching methodologies including methodologies
that encourage critical inquiry, self reflection and team building,
Assessment of students is continuous, includes both formative and summative assessments and
is used to improve learning.
Special emphasis on emergency surgical and life saving skills, infectious diseases, rural health
problems and national health priorities.
Inter and Trans professional education
Web- based curriculum with a wide range of e-resources for students and faculty.
4. DEGREE NOMENCLATURE
Up on successful completion of the program the degree of DOCTOR OF MEDICINE (MD) will be
awarded. In Amharic, it will be read as .
5. DURATION OF THE PROGRAM
The duration of the program is 4 years and 6 months including one year rotator of Internship.
6. VISION
All Ethiopians will enjoy highest possible standard of health care.
7. MISSION
Produce competent, motivated and committed medical doctors for the 21st century, who can
provide highest standard health care to the Ethiopian population.
8. GOALS
The goals of the curriculum are to:
Prepare medical doctors as clinicians who practice patient-centered medicine including health
promotion and disease prevention.
Prepare medical doctors to save the lives of patients who need emergency surgical and life
saving interventions where no specialist is available and make appropriate and timely referral
decisions.
Develop medical doctors who are conversant with Ethiopias health policies and community
health needs, thereby rendering proactive, preventive, curative and rehabilitative services on
diseases of local importance.
Cultivate next generation medical doctors with the habits and skills of lifelonglearning.
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Produce medical doctors equipped with the ability to conduct medical research, diagnose
community health problems, search for causes, design solutions and involve all stakeholders
including the community at large.
Develop future medical doctors with leadership, teaching and communication skills.
Equip medical doctors with a strong foundation in the biomedical, clinical, behavioral, social,
and epidemiological and cognitive sciences.
Produce professionals that nurture the attitude, values and ethics of medical professionalism
and the commitment to service.
9. COMPETENCIES FOR THE ETHIOPIAN MEDICAL DOCTOR
Competency-Based Education (CBE) is an approach to instruction and assessment that places

primary emphasis on identifying and measuring specific learning outcomes, or competencies.
Unlike general goals, competencies are written as real-life abilities that are required for effective
professional practice. Competency is a specific measurable entity (Knowledge, Skill, and
Behavior) that the learner should exhibit by graduation. The identification of the competencies
deemed essential for the Ethiopian Medical Doctor took into consideration the gaps observed in
the Competency assessment survey of GPs in Ethiopia and the general needs assessment of
health care in Ethiopia.
Other documents and bodies referenced for the purpose of defining competencies were the
Global Minimum Essential Requirements as documented by the Institute for International
Medical Education (IIME)3, the core competencies identified for medical education by the
Accreditation Council for Graduate Medical Education4, and the Learning Objectives for
Medical Student
Education-Guidelines for Medical Schools: Report I of the Medical School Objectives Project3.
Seven domains of core competencies have been identified and documented.
In addition to identifying the competencies expected, provision of this information to all

stakeholders, faculty, and students as a curriculum map and matrix to facilitate analysis,
communication and planning has been prepared (See Supplement document to the curriculum
MAP AND MATRIX). The curriculum map provides all curriculum related information, core
competencies and learning objectives of the New Medical Education Curriculum. Furthermore,
each competency has been mapped in every module with learning objectives, content, teaching
methodologies and assessment.
3 Global minimum essential requirements in medical education core committee, institute for
international medical education. Medical teacher vol.24, no 2, 2002
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4 competencies identified for medical education curriculum in USA accreditation council for
graduate medical education. 1999
3 The Medical School Objectives Writing Group. Learning Objectives for Medical Student
Education-Guidelines for Medical Schools: Report I of the Medical School Objectives Project.
Academic Medicine 1999; 74: 13-18
THE NEW MEDICAL EDUCATION CURRICULUM GRADUATES COMPETENCIES
There are seven domains of competencies:
Domains of Competencies
1. Professional Values, Attitudes, Behavior and Ethics
2. Scientific Foundation of Medicine
3. Communication Skills
4. Clinical Skills,
5. Population Health and Health Systems,
6. Management of Information,
7. Critical Thinking and Research and Practice-Based Improvement
9.1. PROFESSIONAL VALUES, ATTITUDES, BEHAVIOR AND ETHICS
Core- competency:
The graduate must apply the essential elements of the medical profession, including moral and
ethical principles, professional values and legal responsibilities underlying the profession.
Professionalism and ethical behavior are essential to the practice of medicine. Professionalism
includes not only medical knowledge and skills but also the commitment to a set of shared
values, the autonomy to set and enforce these values, and responsibilities to uphold them. In
order to achieve this outcome, the graduate expected to:
Recognize the essential elements of the medical profession, including moral and ethical
principles and legal responsibilities underlying the profession;
Demonstrate professional values which include excellence, altruism, responsibility,

compassion, empathy, accountability, honesty and integrity, and a commitment to scientific
methods,
Recognize their obligation to promote, protect, and enhance essential elements of the medical
profession for the benefit of patients, the profession and society at large;
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Recognize that good medical practice depends on mutual understanding and relationship
between the doctor, the patient and the family with respect for patient's welfare, cultural
diversity, beliefs and autonomy;
Be able to apply the principles of moral reasoning and decision-making to conflicts within and
between ethical, legal and professional issues including those raised by economic constraints,
commercialization of health care, and scientific advances;
Demonstrate self-regulation and recognition of the need for continuous self-improvement with
an awareness of personal limitations including limitations of one's medical knowledge;
Show respect for colleagues and other health care professionals and the ability to foster a
positive collaborative relationship with them;
Recognize the moral obligation to provide end-of-life care, including palliation of symptoms;
Recognize ethical and medical issues in patient documentation, plagiarism, confidentiality and
ownership of intellectual property;
Exhibit the ability to effectively plan and efficiently manage one's own time and activities to
cope with uncertainty, and the ability to adapt to change;
Take personal responsibility for the care of individual patients;
Demonstrate positive attitudes towards continuing medical education in order to maintain and
enhance practice standards.
9.2. SCIENTIFIC FOUNDATION OF MEDICINE
Core competency
The graduate must possess the knowledge required for the solid scientific foundation of medicine
and be able to apply this knowledge to solve medical problems. The graduates must understand
the principles underlying medical decisions and actions, and be able to adapt to change with time
and the context of his/her practice. In order to achieve this outcome, the graduate is expected to :
Explain the normal structure and function of the body as a complex of adaptive biological
system;
Explain abnormalities in body structure and function which occur in diseases and aging
Explain the normal and abnormal human behavior;
Analyze important determinants and risk factors of health and illnesses and of interaction
between man and his physical and social environment;
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Describe the molecular, cellular, biochemical and physiological mechanisms that maintain the
body's home
Describe the human life cycle and effects of growth, development and aging upon the
individual, family and community;
Describe the etiology and natural history of acute illnesses and chronic diseases;
Discuss concepts and principles of public health sciences;
Describe the principles of drug action and their use as well as the efficacy of various therapies.
Identify relevant biochemical, pharmacological, surgical, psychological, and social and other
interventions in acute and chronic illness, in rehabilitation, and end-of-life care;
Adapt to change with time and within the context of his/her practice.
9.3. COMMUNICATION SKILLS
Core Competency
The graduate must be able to create an environment in which mutual learning occurs with and
among patients, their families and relatives, communities, members of the healthcare team and
colleagues, and the scientific community through effective communication. The graduate must
be able to use effective communication skills to increase the likelihood of more appropriate
medical decision making and patient satisfaction. In order to achieve this outcome, the graduate
is expected to:
Listen attentively to elicit and synthesize relevant information about all problems and
understanding of their content;
Apply communication skills to facilitate understanding with patients and their families and to
enable them to undertake decisions as equal partners;
Communicate effectively with colleagues, faculty/staff, the community, other sectors and the
media;
Interact with other professionals involved in patient care through effective teamwork;
Demonstrate basic skills and positive attitudes towards teaching others;
Demonstrate sensitivity to cultural and personal factors that improve interactions with patients
and the community;
Communicate effectively both orally and in writing;
Create and maintain good medical records;
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Synthesize and present information appropriate to the needs of the audience, and discuss
achievable and acceptable plans of action that address issues of priority to the individual and
community.
9.4. CLINICAL SKILLS
Core Competency
The graduate must be able to provide patient care that is compassionate, appropriate, and
effective for treatment of health problems and promotion of health. In order to achieve this
outcome, graduate is expected to:
Take an appropriate history including social issues.
Perform both a complete and an organ system-specific physical examination, including a

mental status examination;
Apply basic diagnostic and technical procedures, to analyze and interpret findings, and to
define the nature of a problem;
Perform appropriate diagnostic and therapeutic strategies with the focus on life-saving
procedures and applying principles of evidence medicine;
Exercise clinical judgment to establish diagnoses &therapies make appropriate and timely
referral;
Recognize immediate life-threatening conditions and institute appropriate initial therapy and
continue the care though out the referral process;
Provide comprehensive maternal and child health care services.
Manage common medical and psychiatric emergencies;
Manage common obstetric and surgical emergencies;
Perform minor surgical and gynecological procedures;
Manage patients in an effective, efficient and ethical manner including health promotion and
disease prevention;
Evaluate health problems and advise patients taking into account physical, psychological,
social and cultural factors;
Exercise appropriate utilization of human resources, diagnostic interventions, therapeutic

modalities and health care facilities.
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9.5. POPULATION HEALTH AND HEALTH SYSTEMS
Core Competency
The graduate must understand and play their role in protecting and promoting the health of a
whole population and be able to take appropriate action. They should understand the principles
of health systems organization and their economic and legislative foundations. They should also
have an in- depth understanding of the efficient and effective management of the health care
system. In order to achieve this outcome, the graduate is expected to:
Analyze important life-style, genetic, demographic, environmental, social, economic,

psychological, and cultural determinants of health and illness of a population as a whole;
Recognize his/her role and be able to take appropriate action in disease, injury and accident
prevention and protecting, maintaining and promoting the health of individuals, families and
community;
Describe global and national in morbidity and mortality of diseases of public health
significance, the impact of migration, trade, and environmental factors on health and the role of
international health organizations;
Accept the roles and responsibilities of other health and health related personnel, including
working in an interdisciplinary team environment, providing health care to individuals,
populations and communities; giving priority to the major public health problems in Ethiopia and
the health needs of the underserved population, mothers and children.
Recognize the need for collective responsibility for health promoting and disease prevention
interventions which requires partnerships with the population served, and a multidisciplinary
approach including the health care professions as well as inter-sectorial collaborations;
Describe the basics of the health systems including policies, organization, financing, cost-
containment measures of rising health care costs, and the principles of effective management of
health care delivery;
Describe the mechanisms that determine equity in access to health care, effectiveness, and
quality of care;
Use national, regional and local surveillance data as well as demography and epidemiology in
health decisions, management of epidemics and disaster preparedness plan and management.
Lead and manage health services and health care organizations.
9.6. MANAGEMENT OF INFORMATION
Core competency
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The graduate must be able to manage and use information for medical problem solving and
decision-making. In order to achieve this outcome, the graduate is expected to:
Be able to carry out appropriate reporting and giving feedback.
Search, collect, organize and interpret health and biomedical information from different
databases.
Retrieve and use patient-specific information from a clinical data system maintaining
confidentiality and protection of individual data;
Be able to use information and communication technology to assist in diagnostic,

therapeutic and preventive measures and for surveillance and monitoring health status.
9.7. CRITICAL THINKING, RESEARCH, AND PRACTICE-BASED IMPROVEMENT
Core competency
The graduate must able to critically evaluate existing knowledge, technology and his/her patient
care practices, appraise and assimilate scientific evidence, and use scientific methods to generate
new knowledge and improve his/her patient care practices. In order to achieve this outcome, the
graduate is expected to:
Demonstrate a critical approach, constructive skepticism, creativity and a research-oriented

attitude in professional activities;
Recognize the power and limitations of the scientific thinking based on information obtained
from different sources in establishing the causation, treatment and prevention of disease;
Use personal judgments for analytical and critical problem solving and seek out information
rather than to wait for it to be given;
Identify, formulate and solve patients' problems using scientific thinking and based on
information obtained and correlated from different sources;
Recognize the roles of complexity, uncertainty and probability in decisions in medical practice;
Formulate hypotheses, collect and critically evaluate data, for the solution of problems.
Conduct research and disseminate knowledge gained to other professionals.
Analyze practice experience and perform practice-based improvement activities using a

systematic methodology.
Use information technology to manage information, access online medical information, and
support ones own education.
21 | P a g e
Demonstrate a habit of self-reflection, responsiveness to feedback and an on-going
development of new skills, knowledge and attitude.
Facilitate the learning of other students and health care professionals.
10. CURRICULUM MODEL (DESIGN)
During the development process, one of the major areas studied and actively discussed was the
design of the curriculum and the type of educational innovations to be incorporated. It was
agreed that any innovative strategies should be based on local resources, such as human
resources, student number and mix and financial resources. International experiences were also
taken into account on deciding the model.
The curriculum is a Competency Based Curriculum, whereby measurable learning outcomes are
defined and teaching-learning methods and assessment tasks aligned with those learning
outcomes are put in place and uses innovative educational strategies. It is an Integrated
curriculum: integrating the Biomedical and Clinical, Professional Competency and Social and
Population Health courses (public health courses) at all levels of the curriculum. It follows spiral
principles in the delivery of education progressively increasing in complexity. It is a modular
curriculum; where the courses are organized in modules integrating the Biomedical, Clinical,
Professional competency (PCD) in the system based modules, discipline based integration in the
clerkship years and the Social and population health (SPH) sciences in themes.
Several combinations of learning and teaching methodologies, including Problem Based

Learning (PBL) are introduced. Based on review of literature and experiences of different
countries and considering the situation in the ground it was decided that the introduction of a
pure problem based learning (PBL) [meaning that PBL as the only method used throughout the
entire curriculum] is not suitable and integration of other methodologies of learning and teaching
was found important.
Instructional approach will include a range of learning and teaching activities with an emphasis
on systematic teaching to ensure attainment of competencies in the key areas. Student centered
learning approach will be utilized to ensure that students know they will be held responsible for
their learning process to prepare them for lifelong, self-directed learning. The curriculum will
feature the use of electronic resources. Resource materials will be made web based and also
distributed electronically to institutions where there is no internet access. Assessment systems
will be continuous, contributing to the learning processes and have formative and summative
approaches.
11. EDUCATIONAL STRATEGY AND PRINCIPLES
The curriculum follows the following educational strategy:
11.1. Integration
22 | P a g e
This curriculum is an integrated curriculum by bringing together the different parts of medical
education into a meaningful whole. It integrates the Biomedical, Professional competency
development, and Clinical, Social and Population health courses. There is horizontal integration
of basic science subjects as well as vertical integration of basic sciences with clinical sciences. In
the first two years the emphasis is on the basic sciences while in later years the emphasis is on
clinical sciences. Introduction of clinical medicine in the first two years will provide context and
relevance to learning basic sciences. Going back to basic sciences during clinical years will
enable students to relate clinical data to biological principles and mechanisms. Similarly Social
and Population health sciences are also integrated by themes.
Integration is done through Summation: adding together the different courses in body systems
and disciplines. Sequencing of these modules was done to come up with proper timing of module
offerings as much as possible. The integration process has also looked into synchronization
teaching: related content areas in different subjects are offered at approximately the same time
including the practical sessions. Team Teaching will be utilized in this curriculum that is
teachers form different disciplines will be teaching in the integrated modules as a team. This will
avoid unnecessary repetition, disjointed teaching because of isolation from other 'subjects', and
confusion because of departmental differences of opinion. The strategy of an integrated
curriculum is found to be more effective way of preparing students for their future roles. Student
learning in skill labs, among other resources, is very important to realize this methodology. This
strategy will be used at all levels of the curriculum.
11.2. Early Clinical Contact:
Students will have the clinical experience early during the first modules of the curriculum
allowing students to experience the real world of medicine at an early stage by attaching to
hospital and primary health care unites every week to observe and practice according to the
weeks learning objectives. Early clinical contact will increase context as well as relevance.
11.3. Unity between Education and Practice:
Medical education needs to be planned and implemented with full awareness of the aims and
demands of the health care system. Health institutes at different levels, clinical facilities and the
community will be used at all stages of the curriculum, for placement of the students. And as
many attachment sites as possible will be used to diversify and maximize clinical experience.
Public private partnership can also be utilized to maximize the available clinical attachment sites.
This strategy will be used at all levels of the curriculum.
11.4. Community Orientation in Medical Education (COME):
COME focuses the learning on the population and the individual in the community. The Social
and Population Health arm of the curriculum will encompass health promotion, illness
prevention, assessment and targeting of the populations needs and awareness to environmental
23 | P a g e
and social factors in disease. The students will have community attachment from their first year
and throughout the program. Community and primary health care institutions will be used as
learning sites once a week. Students will tacked to a particular community throughout medical
school and will be required to conduct community-based research, the results and
recommendations of which should benefit the community. This will also continue during
Internship with primary care attachment, research and graduation thesis work.
11.5. Self-Directed/Student-Centered Learning:
A student-centered learning approach will be used to motivate students to meet the challenges of
ever evolving knowledge technology and problems encountered in future professional life.
Students will participate in various student-driven activities, like problem-based learning (PBL),
personal research and reflection exercise (PRRE), as well as developing and maintaining
portfolio.
11.6. Continuing Professional Development (CPD):
The curriculum will prepare the students for continuous professional development, emphasizing
the role of the doctor beyond personal development to recognize their special responsibility
towards society. Methodologies like personal research and reflection will be utilized.
11.7. Problem-Based Learning (PBL)
Problem Based Learning will be utilized in this curriculum as one of learning teaching strategy.
Students will collaboratively solve problems and reflect on their experiences. Students are
encouraged to take responsibility within their group to organize and direct the learning process
with support from a tutor or instructor.
11.8. Information Technology (IT)
IT will be used as an important tool in this curriculum and will bridge the resource limitations
including faculty and student learning materials such as books, journals etc. IT will be used in
both classroom and non-classroom sites to educate students and support their efforts at self-
directed learning. Resource materials will be further developed and used for web-based
instruction and e-learning. This will also support Evidence-based education.
11.9. Education for Capability:
To bring relevance in education and reduce information overload, the curriculum has focused on
essential areas relation to the competencies needed to be developed. The curriculum has been
developed by delineating basic knowledge, skills and attitudes which must be acquired before a
newly qualified doctor can assume the responsibilities of a medical doctor in Ethiopia.
12. PROGRAM ORGANIZATION: KEY COMPONENTS OF THE PROGRAM
24 | P a g e
12.1. Curriculum structure, composition and duration
The educational program integrates the 3 major arms namely: Biomedical and Clinical Sciences,
Professional Competency Development (PCD) and the Social & Population Health (SPH)
Sciences integrated vertically as well as horizontally. All arms will start at the beginning of the
curriculum however there is variation in emphasis where the Biomedical Sciences receive more
emphasis in the first two years and the Clinical Sciences in the last two years. The Social &
Population Health sciences will have community based education. Early clinical contact and
community based training occur simultaneously in health care setting (outpatient) in the
community respectively.
The curriculum is organized in five major components namely: Introduction to Medicine, System
Based modules (Including PCDs), Social and Population Health modules, Clerkship and
Internship. The System Based modules integrate the Biomedical Sciences with the Professional
Competency Development (PCD) around body systems and related themes. This is a horizontal
and vertical integration, merging subjects that used to be taught individually56. In these systems-
based modules, students focus on one aspect of the body at a time. The Social & Population
Health (SPH) modules:
Integrate the Social and Population Health Sciences around themes to be offered longitudinally
but linked to the Biomedical and Clinical Sciences throughout the 4.5 years of the program.
Clerkship: is delivered disciplines integrating PCD and SPH linked during in every discipline
attachment. Internship: Includes primary care units attachment and student research.
Year 1 Curriculum
16 Weeks 2 weeks 4 weeks 5 weeks 7 weeks 7 weeks 3 weeks

Introduction to Medicine Hematology Respiratory Cardiovascular and Gastrointestinal
Module Module Module Lymphatic Module Module
vacation
vacation
Professional competency
Professionalcompetencydevelopment(PCD)
development (PCD)
Social and Population Health Social and Population Health (SPH II)
(SPH I)
Year 1 Curriculum:
The first year curriculum runs for 45weeks including 1 exam and 5 vacation weeks. Introduction
to Medicine module is offered in the first 16 weeks which consists of Basic science subjects will
be offered with Professional competency development (PCD) courses: such as History of
Medicine, traditional medicine in Ethiopia ,Ethics ,Communication skill, Evidence Based
Medicine and IT and Social and population health (SPH) courses: Introduction to Determinants
25 | P a g e
of health and health care advocacy . Students will be attached to health centers/hospitals and
Community Based Education (COBE) which will be conducted in the selected community
around the health institutes where students will learn and develop the necessary competencies
under the direct supervision of a mentor. Following the Introduction to Medicine modules
courses for 23 weeks integrated systems based modules of Hematology, Cardiovascular System
and Lymphatic Systems, Respiratory System and Gastro intestinal system will be offered
integrated with PCD and SPH. Once a week, there will be a placement in a health centre/hospital
and community around the health facility.
Year 2 Curriculum
5weeks 5 weeks 5 weeks 4 weeks 2 7 weeks 5 weeks 3 weeks 3 2

wee weeks weeks
k
Musculoskeletal Kidney Reproductive Endocrine Nervous System Infectious Diseases Community
National qualifying Exam

and &urinary Module Module Module and attachment
Integumentary Module Rural Health (CBTP)
vacation
vacation
Module Module
Professional competency development (PCD) Professional competency development
(PCD)
Social and Population Health(SPH-III) Independent study
The second year curriculum runs for 41 weeks including 3 week for National Qualifying Exam
and 4 vacation weeks .It is a continuation of Year 1 Systems Based modules (SBM), SPH and
PCD offering the Endocrine, Kidney and Urinary System, Reproductive System,
Musculoskeletal and integumentary System, Nervous System, Infectious Diseases and Rural
Health modules. PCD will be integrated, covering topics in ethics, interviewing techniques, and
communication skills. Clinical and surgical procedural skills will be offered in relation to
specific module. In Social and Population health arm will cover health advocacy (SPHII) and
health care management (SPH-III). The once a week, placement in a health center/hospital and
the community continues. At the end of the 2nd year, there will be an extended community
attachment for 3 weeks. Students will take step one national Qualifying exam which incorporate
the whole two years module.
Clerk ship Year 3 and 4
The clerkship will be offered in discipline based attachments, where PCD will be integrated and
linked with longitudinal modules of Social and Population Health Sciences, community
attachments and research.
8 weeks 8 weeks 8 weeks 2 weeks 8 weeks 5 weeks 2 weeks 2 weeks 1 weeks 2 weeks
26 | P a g e
Internal General Pediatrics Gyn/Obs Psychiatry Dentistry Orthopedics Clinical
medicine surgery Module Module Module Module Module Radiology
Vacation
vacation
Module Module Module
Professional competency development (PCD) (PCD)
Social and Population Health
(SPH-IV)
Year 3 runs for 48 weeks including 2 week exam and 4 week vacation .It is divided into
integrated blocks. It is structured to enable the student to participate in the diagnosis and
management of patients with a variety of common diseases and health problems. The clerkship is
offered at different levels of health care settings; primary, secondary and tertiary. Internal
Medicine, Surgery, Obstetrics & Gynecology and Pediatrics, will each be offered in 8 weeks of
attachment; SPH IV will be completed at the fourth week of the third attachment. Therefore,
there will be remaining 72 hrs which will be divided into four to be used by the four major
attachments for independent study. Psychiatry in 5 weeks, Orthopedics in 2 weeks, Dentistry in 2
weeks and clinical Radiology in 1week.The students will have outpatient and inpatient
experiences. Outpatient experiences will occur in the respective hospital departments and also in
primary health care centers. Inpatient experiences will occur in the teaching hospitals.
Year 4: Curriculum: Clerkship II
6 weeks 6 weeks 2weeks 6 weeks 6 weeks 3 weeks 2 weeks 2 week 12 weeks 3week 2week 3
s weeks
Internal General Pediatrics Gyn/OB Dermatology Ophthalmology ENT Emergency
Medicine Surgery Module s Module Module Module surgical skill
Module Module Module and
National qualifying Exam

Internal qualifying
lifesaving
skill
Vacation
Vacation
Module
Professional competency Professional competency development (PCD)

development(PCD)
Social and Population Social and Population Health( R e s e a r c h )
Health (SPH-V)
Year 4 (Clerkship II):
Year 4 runs for 54 weeks including 5 weeks of study and exam period and vacation for 5 weeks.
It is divided into blocks. Clerkship II will focus on the following major disciplines: Internal
Medicine, Surgery, Pediatrics and Obstetrics & Gynecology which runs for 6 weeks each with
emphasis on the management of common health problems. Specialized clinical rotations will
27 | P a g e
also be offered in, Dermatology for 3 weeks, ENT for 2 weeks and Ophthalmology for 2 weeks.
After passing through all disciplines, students will exclusively learn and practice Emergency
Surgical and Life Saving Skills for 12 weeks. This is a newly introduced discipline based on the
recommendation of the competency assessment study in Ethiopia. This curriculum has been
adapted from the WHO Curriculum on Essential Emergency Surgical Skills.
The students will be attached to different levels of health care settings; primary, secondary and
tertiary. Similar to the third year, students will participate in regular clinic rounds, following
patients through all venues of care to achieve the core clinical objectives. PCD will be integrated
and SHP-V (Research Methodology) will be offered longitudinally but linked to the clinical
blocks. As in all years of the curriculum, weekly community/ primary health care center visit
will continue. Before the end of Year 4, students must choose a research topic; start their
research proposal writing which is going to be completed during the internship program. .
Students will study for Internal qualifying exam and Step II National Qualifying Exam in the last
5 weeks of year 4.
Internship
9 weeks 2weeks 2weeks 9 weeks 2 weeks 8weeks 8 weeks 4 weeks 1 weeks
Internal Psychiatry Research General Orthopedics Pediatrics GYn/OBs Primary Research
medicine leave surgery health presentation
care (TTP)
SPH V (research continue)
Internship will span for 45 weeks including 3weeks of vacation. Students will have hospital
rotations in Internal Medicine General Surgery, Pediatrics and Gyn/Obs9 weeks, Psychiatry and
Orthopedics 2weeks, and 4 weeks of Team Training Program (TTP) at Primary Health Care. 1
week of Research presentation.
13. PROGRAM STRUCTURE
28 | P a g e
Year 1/Pre-clerkship I
Module Module Duration Module Activities in Hours
Code Name Wee Tot Lect P Integra S W Hospital Indepen Commu Exa
k al ure B ted ki GS attachm dent nity m
Hr. L Lab ll ent Study /PHCU
L Visits
a
b
BM-INT Introductio 16 553 195 --- 127.5 30 52. 15 52.5 60 21
401/1 n to wks. .5 5
medicine
BM- Hematolog 4 125 21 12 15 6 10. 3 21 16 21
HEM y wks. .5 5
401/2
BM- Respirator 5wks 159 28 16 20 8 14 4 28 20 21
RES y System
401/3
BM- Cardiovasc 7wks 226 42 24 30 12 21 6 42 28 21
CVS ular and
401/4 Lymphatic
system
BM-GIS Gastrointes 7wks 222 42 24 30 12 21 6 42 24 21
401/5 tinal
System
SPH- Social and 16wk 104 30 --- --- --- --- --- ---- 60 14
DTH population s
401/6 Health
(SPH-I):
Determina
nts of
Health
SPH- Social and 22wk 144 42 --- --- --- --- ---- ---- 88 14
MHD population s
401/7 Health
(SPH-II):
Measureme
nt of
Health and
Disease
29 | P a g e
Year 2/Pre-clerkship II
Modu Module Duration Module Activities in Hour
le Name We Tot Lect PB Integrat Skil W Hospi Indepen Commun
Code eks al ure L ed Lab l GS tal dent ity/ Exam
Hr. Lab Study PHCU
visits
BM- Musculoske 5wk 155 28 16 20 8 14 4 28 20 21
MIS letal and s
402/4 Integument
ary System
BM- Kidney and 5wk 159 28 16 20 8 14 4 28 20 21
KUS Urinary s
402/2 system
BM- Reproducti 5wk 159 28 16 20 8 14 4 28 20 21
REP ve system s
402/3
BM- Endocrine 4 125 21 12 15 6 10. 3 21 12 21
END System wks .5 5
402/1 .
BM- Nervous 7wk 268 42 24 30 12 21 6 84 28 21
NER system s
402/5
BM- Infectious 5 189 28 16 20 8 14 4 58 20 21
INF Diseases
402/6 and Rural
medicine
SPH- Social and 19 122 36 -- --- --- --- ---- ---- 72 14
HPD population
402/7 Health
(SPH-III):
Health
Promotion
and Disease
Prevention
SPH- Communit 3 - - - - - - - - 105 -
CBTP y based wee
402/8 Training k
Program
30 | P a g e
Year 3/Clerkship I
Modu Module Duration Module Activities in Hours
le Name wee Tot Lect Bed Gr PC W Superv Indepe Commu semina Exa
Code ks al ure side an D GS ised ndent nity r m
hr. d in/out study /PHCU
ro patient visits
un
d
CL- Internal 8 284 70 28 14 14 7 42 32 28 14 35
INT Medicine
503/1
CL- General 8 284 70 28 14 14 7 42 32 28 14 35
SUR Surgery
503/2
CL- Pediatrics 8 284 70 28 14 14 7 42 32 28 14 35
PED
503/3
CL- Gynecology 8 284 70 28 14 14 7 42 32 28 14 35
OBG /Obstetrics
503/4
CL- Psychiatry 5 175 36 - - 28 12 70 - - 8 21
PSY
503/5
CL- Dentistry 2 70 16 - - - 3 28 4 4 7
DEN
503/6
CL- Orthopedic 2 70 14 6 - 20 3 6 3 4 - 14
ORT s
503/7
CL- Clinical 1 35 14 - - 14 - - - - - 7
RAD Radiology
503/8
SPH- SPH-IV 20 108 34 - - - - - - 68 - 6
HPM Health and
503/9 Policy
manageme
nt
Year 4/Clerkship II
Mod Module Duration Module Activities in Hours
ule Name we Tot Lect Be Gra PCD WG Super Indepe Commu semina Exam
Code ek al ure d nd S vised ndent nity r
s hr. sid rou in/out study /PHCU
e nd patien visits
t
CL- Internal 6 215 50 20 10 10 10 40 10 20 10 35
INT Medicine
504/1
CL- General 6 215 50 20 10 10 10 40 10 20 10 35
31 | P a g e
SUR Surgery
504/2
CL- Pediatric 6 215 50 20 10 10 10 40 10 20 10 35
PED s
504/3
CL- Gynecol 6 215 50 20 10 10 10 40 10 20 10 35
OBG ogy/Obst
504/4 etrics
CL- Dermato 3 105 18 - - 12 6 18 - 8 15 28
DER logy
504/5
CL- ENT 2 70 16 - - 8 3 28 - 4 4 7
ENT
504/6
CL- Ophthal 2 70 16 4 - 4 3 24 - 4 8 7
OPH mology
504/7
CL- Emergen 12
ESS cy and
504/8 life-
saving
surgical
skills
SPH- SPH-V 19
RES Research
504/9 skills
Internship
Module Module Name weeks Total
Code hour
IN-INT601/1 Internal Medicine 9 8
IN- Psychiatry 2 2
PSY601/2
IN- General Surgery 8 7
SUR601/3
IN- Orthopedics 2 2
ORT601/4
IN- Pediatrics 9 8
PED601/5
IN- Gynecology/Obstetrics 8 7
OBG601/6
IN-TTP Team-training 4 3
32 | P a g e
601/8 program : primary
Health care
attachment
SPH-RSH Research(thesis) 2 2
601/8
Total 39
14. LEARNING AND TEACHING METHODS
The following learning and teaching methodologies will be used in this curriculum. The selection
of these has been done after reviewing different method used in medical education and within the
applicability of the Ethiopian context.7
14.1. Lecture:
Lectures will be used to permit a systematic understanding of the concepts and to prepare
students for better understanding of the subject while exploring with the different learning
methodologies. Students will have fourteen hours in the Introduction to Medicine module and
eight to nine hours of interactive lectures per week in year 1 and 2. The time spent on lectures
will decrease as students enter the clerkships which will be to two hours per week.
14.2. Small Group Learning (Sessions) (SGS):
Small Group Sessions promote active learning, cooperation, and team-work amongst students
and incorporate discussion as a suitable implementation forum for different educational methods.
Small group activities will be used at all levels of the curriculum in different scenarios: students
will work together in such groups for case studies, problem based learning, assignments, role-
play, laboratory sessions, tutorials, bed-side teaching, community-based projects, team-based
learning and clinical decision making.. Small groups of students (could vary from 2 to 8
depending on the type of activity) will work together based on the specific learning objectives.
14.3. Problem Based Learning (PBL):
PBL is a student-centered instructional strategy in which students use clinical problems as a

stimulus for identifying important learning concepts, collaboratively solve problems and reflect
on their experiences. Cases with common Ethiopian health problems have been identified to
initiate discussions for PBL. This promotes problem solving and the clinical decision making
abilities of the student. PBL allows students to learn the sciences basic to medical care while
developing the skills and attitude necessary for life-long and self-directed learning. PBL also
promotes development of communication and interpersonal skills as well as team working skills.
There will be one to two PBL sessions per week. In the first two years, written cases will be used
33 | P a g e
as triggers while during clerkship students will select and present clinical cases they saw in the
hospital or health centre.
14.4. Whole Group Sessions (WGS):
Whole Group Sessions will be held every week in year 1 & 2, usually for two hours. These
sessions will be used to consolidate and reflect on the different activities conducted during the
week. WGS will be facilitated by one or more faculty members.
14.5. Ambulatory Clinical Attachment:
Students will learn in outpatient settings under supervision for one hour every week in a hospital
and for two and half hours per week in a health center in year 1and 2 These attachments will
increase as required by the specific disciplines in the clerkship year. The students will have out-
patient experiences in different health care settings throughout the program.
14.6. Skill Labs (Clinical and Surgical):
Skills Labs will be held usually for two and half hours per week including discussions (where
relevant). In these labs, students will develop their clinical, surgical and procedural skills using
models, animals and simulators (where possible) before applying to patients. Students learn
under faculty supervision and also on their own time. Skills Labs are offered during the Year 1
and Year 2 periods and continue through the clinical clerkship period as required by the
curriculum. The Skills Labs will also be useful for faculty and other health science students.
14.7. Integrated Biomedical Laboratory practical Sessions:
Students will have five and half hours per week of biomedical laboratories in the integrated
System- Based modules. The integrated biomedical laboratories will be used in Year 1 & 2.
14.8. Community Learning Sessions:
Students will have community attachments (Community/Health Center) for four and a half hours
per week throughout the four year program. Community attachments will mainly be used for the
Social and Population Health modules and to also enhance the System-Based modules. Activities
during the community attachments will be geared towards the consolidation of what students
have been taught during the course work. Students will also have block community based
training at the end of Year 2 for 3 weeks. In addition during Internship there will be a Primary
Health Care attachment (Team Training Program) for 4 weeks. For the continuous weekly visits,
near-by urban and suburban communities will be selected. For the block community attachments,
rural communities will be used.
14.9. Hospital Wards Attachments:
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Students will be assigned to different hospital wards and are expected to be involved in the
admission and follow up of patients. They will have a comprehensive and practical knowledge of
the cases they encounter. They will keep a record as evidence of learning (log book) which will
be part of the formative assessment. Bedside, teaching rounds, tutorials, seminars, grand rounds,
symposia and morning sessions will be the teaching methods during their ward attachments in
the clinical years (Year 3 and Year 4). Ward attachments will provide students with real life
experiences, promote learner motivation and responsibility. It also helps students to develop their
clinical knowledge and skills, professional attitude and behavior and communication skills.
14.10. Self-Directed/Student-Centered Learning:
Self Directed Learning forces the student to take the initiative for his/her own learning plan.
Based on the learning objectives, students will assign d to prepare seminars and bedside
presentations. E-resources and textbooks will be available to support this learning. SDL will be
applicable to all learning the program.
14.11. E-Learning:
Learning through electronic means (e.g. Internet) to update current scientific research knowledge
that serves to support class lectures and other learning methods such as PBL and encourage the
practice of evidence based medicine. This is self directed learning using e-resources and internet
access. It will be applicable at all periods of the learning experience in medical school.
14.12. Journal Clubs:
This component provides students with an opportunity to learn and discuss current research and
evidence in the context of their discipline and learning objectives. Students will have Journal
Club discussions for two hour every month in clerkship period facilitated by a faculty member.
14.13. Portfolio and Mentorship:
A portfolio is a collection of papers and other forms of evidence that learning has taken place. It
is a collection of student work that exhibits the students efforts, progress and achievements in
one or more areas. Students are required to develop, maintain and present for review their
portfolio to their mentors to demonstrate their learning and achievement. The basic structure of
the portfolio may include a title page (giving students name, year of training and name of the
mentor), contents page (listing what is in the portfolio with page references), a list of learning
objectives (whose achievement the evidence in the portfolio claims to demonstrate), a short
reflective overview (summarizing the learning that has taken place since the last portfolio
review, and indicating which items of evidence relate to which learning objectives) and the
evidence itself (probably grouped together into the areas contained in the learning objectives.
Mentorship Mentoring will be used as an essential part of portfolio-based learning. Students will
have individual mentors (preferably with medical background) from first year and will stay with
35 | P a g e
one mentor until the point of graduation. The aims of the mentoring are to provide feedback,
stimulate reflection, support students in compiling portfolio, monitor students competency
development, support students in developing a better awareness and understanding of their
strengths and weaknesses, support students in drawing up a learning plan for the coming period
and motivate/inspire students, The Mentor will evaluate portfolio of the students at least two
times a year and hold discussion to provide feedback.
14.14. Role Modeling:
Wikipedia defines role model as person who serves as an example, whose behavior is emulated
by others. Role modeling is a powerful teaching tool for passing on the knowledge, skills and
values of a medical profession. Learning from role models occurs through observation and
reflection, and is a complex mix of conscious and unconscious activities. Role models inspire
and teach by example. The characteristics of effective role models are well documented and can
be divided into three categories. Clinical competence encompasses knowledge and skills,
communication with patients and staff, and sound clinical reasoning and decision making. All of
these skills must be modeled as they lie at the heart of the practice of medicine. Teaching skills
are the tools required to transmit clinical competence. A student centered approach
incorporating effective communication, feedback, and opportunities for reflection is essential
to effective role modeling. Personal qualities include attributes that promote healing, such as
compassion, honesty, and integrity. Effective interpersonal relationships, enthusiasm for practice
and teaching, and an uncompromising quest for excellence are equally important. By analyzing
their own performance as role models, faculty can improve their personal performance.
14.15. Personal Research and Reflection Exercise (PRRE):
In this methodology the student selects content area from list of topics provided (e.g. examine
the impact of culture on the delivery of health care); then use journals, self- reflection,
community based research, clinical experiences, discussions etc., and is expected to present the
findings (in writing and /or orally) at the end of the academic year. This will help the student
apply literature review, self-reflection and critical thinking as a method of professional
exploration and growth to enhance their research and communication skill and deepen and
broaden their knowledge.
36 | P a g e
15. A TYPICAL WEEK IN INTRODUCTION TO MEDICINE
Time Monday Tuesday Wednesday Thursday Friday
8:00a.m-9:00pm Lecture Lecture Lecture SPH Lecture Health Centre
/Community
9:00a.m-10:00am Lecture Lecture Lecture
Break Break Break Break Break

10:30a.m-11:30am Lecture Lecture PCD Lecture PCD Lecture
11:30a.m-12:30am Lecture Lecture PCD Lecture PCD, hospital

attachment
Lunch Lunch Lunch Lunch Lunch Lunch
1:30p.m.-2:30p.m. Lab Sessions Skill Lab Whole
Anatomy Independent Lab/Resource Sessio
Dissection room study lab ns sessions
Histology Anato
2:30p.m.-3:30p.m. Embryology my Seminars
Microbiology
Parasitological Dissection room
Pharmacology Histology
Lab Sessions Embryology
Microbiology
4:00p.m.-5:30p.m. Physiology Parasitological
Biochemistry Pharmacology
37 | P a g e
A TYPICAL W E E K S PROGRAM for System Based Modules
Time Mon day Tuesday Wednesday Thursday Friday
8:00 a.m.-10:00a.m Lecture Lecture Lecture Lecture Primary Health

(System Based (System Based (System Based (SPH) unites/Community
Modules) Modules) Modules) attachment.
(Groups will alternatively
go toeither of the sites
every other week.)
10:00-10:30a.m Break Break Break Break
10:30-12:30. Independent study Independent study PCD lecture Integrated in multi-

resource Lab
PCD, Hospital
attachment
12:30-2:00 p.m. Lunch Lunch Lunch Lunch Lunch
2:00p.m.- 4:00 p.m. PBL Integrated in multi Skill lab PBL Whole group sessions for
-resource Lab Consolidation of the
weeks
activities with Instructors
4:00- 4:30 Break Break Break Break
4:30 p.m.-5:30p.m. Independent study Integrated in multi- Independent study Independent study
resource Lab
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A TYPICAL W E E K S PROGRAM for Clerkship Modules
8:00 a.m.-10:00a.m Lecture /Seminar Lecture/Seminar Lecture /Seminar Lecture Primary Health
CKI/ CKII CKI/ CKII CKI/ CKII (SPH) unites/Community
attachment.
go toeither of the sites
every other week.)
10:30-12:30. Clinical Practicum Lecture/Seminar PCD, Practice Lecture/Seminar Last week is for
,Grand Round CKI/ CKII CKI/ CKII exam
2:00p.m.- 4:00 p.m. Clinical Practicum Bed side teaching Clinical Practicum Bed side teaching Seminar Presentation
(Supervised (Supervised
Inpatient /outpatient Inpatient
care) /outpatient care)
4:00- 4:30 Break Break Break Break Break
4:30 p.m.-5:30p.m. Independent study Clinical Practicum Clinical Practicum Independent study
(Supervised (Supervised
Inpatient Inpatient
Whole group sessions for
/outpatient care) /outpatient care)
Consolidation of the weeks
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Orthopedics time table
8:00 a.m.-10:00a.m Lecture /Seminar Lecture/Seminar Lecture /Seminar Lecture Primary Health
unites/Community
attachment.
go to either of the sites
every other week.)
10:30-12:30. Clinical Clinical practicum PCD, Practice/Or Bedside

practicum/OR /OR
2:00p.m.- 4:00 p.m. Bedside Clinical skill Lab Supervised Clinical Practicum Whole group session
Inpatient
/outpatient care

4:30 p.m.-5:30p.m. Clinical skill Lab Independent study Supervised Independent study
Inpatient
/outpatient care
Whole group sessions for
Consolidation of the weeks
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Radiology time table
8:00 a.m.-10:00a.m Lecture Lecture Lecture Lecture Written exam
10:30-12:30. Lecture Lecture Clinical practicum Lecture
2:00p.m.- 4:00 p.m. Clinical skills lab Clinical skill Lab Clinical skills lab Clinical Practicum OSCE

4:30 p.m.-5:30p.m. Clinical skill Lab Clinical skills lab Clinical skills lab Clinical skills lab
OSCE
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Dermatology time table

Care/Community Visit
10:30-12:30. Clinical Clinical Clinical Clinical

Practicum/Case Practicum/Case practicum/Case Practicum/Case
discussion discussion discussion discussion
2:00p.m.- 4:00 p.m. Seminar Clinical skill Lab Seminar Clinical skill Lab Whole group discussion

4:30 p.m.-5:30p.m. Seminar Clinical skills lab Seminar Clinical skill Lab
Whole Group Discussion
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ENT time table

10:30-12:30. Clinical Clinical Clinical practicum Clinical Practicum

Practicum/Case Practicum/Case
discussion discussion
2:00p.m.- 4:00 p.m. OR OR OR Clinical skill Lab Whole group discussion

4:30 p.m.-5:30p.m. Seminar Clinical skills lab Seminar Clinical skill Lab
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Ophthalmology time table
8:00 a.m.-10:00a.m Lecture Lecture Lecture Lecture 1st week :Primary Health
2nd week: written exam
10:30-12:30. Clinical Clinical Clinical Clinical

Practicum/Case Practicum/Case practicum/Case Practicum/Case
discussion discussion discussion discussion
2:00p.m.- 4:00 p.m. Seminar Bedside teaching Seminar Clinical skill Lab 1st week :Whole group
discussion

4:30 p.m.-5:30p.m. OR OR OR OR
1st week: Whole Group

Discussion
2nd week: OSCE
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Dentistry time table
8:00 a.m.-10:00a.m Lecture Lecture Lecture Lecture Clinical practicum
10:00-10:30a.m Break Break Break Break Break
10:30-12:30. Clinical skill Lab Clinical skill Lab Seminar Clinical skill Lab
Clinical practicum
2:00p.m.- 4:00 p.m. Clinical Practicum Clinical Practicum Clinical Practicum Clinical Practicum Whole group discussion

4:30 p.m.-5:30p.m. Clinical Practicum Clinical Practicum Clinical Practicum Clinical Practicum
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Psychiatry time table
8:00 a.m.-10:00a.m Lecture Lecture Lecture Lecture Clinical practicum
10:00-10:30a.m Break Break Break Break Break
10:30-12:30. Clinical skill Lab Clinical skill Lab Seminar Clinical skill Lab
Clinical practicum
2:00p.m.- 4:00 p.m. Clinical Practicum Clinical Practicum Clinical Practicum Clinical Practicum Whole group discussion

4:30 p.m.-5:30p.m. Clinical Practicum Clinical Practicum Clinical Practicum Clinical Practicum
18. ASSESSMENT METHODS
Assessment of student learning provides information about student progress. A comprehensive

assessment measures the knowledge, skills as well as attitudes of the student. Assessment should
be a participatory process that provides the students, the teachers, and the program with
information about whether or not a student has attained the intended learning objectives. In line
with the principle of competency based curriculum, assessment will be linked to the expected
46 | P a g e
competencies and the learning objectives.
Assessment will be either formative or summative. Formative assessment provides information

to the learner and the teacher to assist them in improving student performance in some way. It
will identify areas of strength, areas for improvement and also give suggestions on how these
improvements might be made. Formative assessment is also known as assessment for learning.
The purpose of summative assessment is to identify how much has been learnt. Summative
assessment is also known as assessment of learning. Summative assessments will be graded
where as Formative assessment will not be graded. Both formative and summative assessments
are equally important for learning and evaluation. In defining the methods used for assessment
consideration was given to the balance between formative and summative assessment, the
number of examinations and other tests, and the balance between written and oral examinations.
Furthermore, the value of evaluation methods in promoting learning and ensuring that the
assessment principles, methods and practices are compatible with educational objectives was
carefully considered. In view of the fact that the curriculum is new, a quality assurance and
monitoring system of the curriculum will put in place and adjustment in the number and nature
of examinations will be made accordingly while the curriculum is being implemented.
18.1. ASSESSMENT METHODS AND RELATION WITH LEARNING
The following are the assessment methods used in this curriculum:
1. Direct Observation of Clinical Skills (DOCS)
2. Objective Structured Examination
a. OSCE (Objective Structured Clinical Examination)
b. OSPE (Objective Structured Practical Exam)
3. Clinical examination (Structured Long Case)
4. Personal Research and Reflection Exercise (PRRE)
5. Oral exam (Viva)
6. Written exam (MCQ, Short Essay, Matching, True- False with reasoning)
7. Log books and portfolios
8. Global rating
9. 360 0 Assessment (Self, Peer, faculty, health facility staff and community member)
10. Student presentations
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i. Direct observation of clinical skills (DOCS): Purpose:
The purpose of DOCS is to provide first hand data. It offers students immediate and ongoing
feedback about their observed clinical skill and performance. The assessor follows the student
with a checklist and gives feedback at the end.
Relation with learning:
This assessment method also serves as a teaching method through feedbacks and thus promotes
learning.
Level of introduction in the curriculum and the frequency:
This method will be used at all level of the curriculum .There will be at least two DOCs to be
performed by a student in each module and clinical rotation. This assessment method enables
one to follow the progress of the student and will be used for formative assessments.
ii. Objective Structured Examination
a. Objective Structured Clinical Examination (OSCE): Purpose:
OSCE is a performance-based exam. During the exam, students are observed and evaluated as
they go through a series of 8 or more stations. It allows assessment of multiple competencies. It
is Objective, because examiners use a checklist for evaluating the trainees; structured, because
every student sees the same problem and performs the same tasks in the same time frame;
Clinical, because the tasks are representative of those faced in real clinical situations. These
increase the reliability and validity of the assessment. OSCE is a standardized means to assess
history taking, physical examination skill, communication skills, ability to summarize and
document findings, ability to make a differential diagnosis or plan treatment, clinical judgment
based on patient s note and procedural skills. OSCE may Use manikins and simulators,
standardized patients and real patients. Standardized patients are healthy persons trained to
simulate a medical condition is a standardized way. Health science students, health facility staff
and faculty may serve as standardized patients.
b. Objective Structured Practical Exam (OSPE):
Purpose:
OSPE is a variant of OSCE to assess students knowledge and skill in a none clinical setting
Relation with learning: OSCE /OSPE will promote the students preparation in the different
areas of competence. When OSCE /OSP are combined with immediate feedback could also
have instructional role.
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These methods of assessment will be conducted at the end of each module in Year 1& 2 and at
the end of each attachment in Year 3 & 4. This will be part of the summative assessment.
iii. Structured Long case: Purpose:
Structured long case assessment will present the student with a complete and realistic clinical
challenge and encounter. This will enable the evaluator to see the complete picture of the
students ability in addressing challenges. This method of assessment avoids examiner bias by
using checklist and more than one examiner. As the clinical exam includes OSCE and due to
feasibility concerns with the use of multiple long cases, long case should be limited to one.
Relation with learning: Structured long case will encourage student preparation for a complete
encounter with real patients. This emphasizes the importance of learning comprehensive clinical
skills/ patient care.
This method will be used in Year 3 & 4 of the curriculum and will be part of the summative
assessment of the student during the clerkship period.
iv. Personal Research and Reflection Exercise (PRRE): Purpose:
The student selects content area from list of topics provided (e.g. examine the impact of culture
on the delivery of health care); then use journals, self- reflection, community based research,
clinical experiences, discussions etc. and is expected to present the findings at the end of the
academic year. Their work and presentation will be evaluated using a checklist.
Relation with learning:
This will help the student apply literature review, self-reflection and critical thinking as a method
of professional exploration and growth to enhance their research and communication skill and
deepen and broaden their knowledge.
This will be applied in the PCD, SPH and Clerkship. It is a requirement and will serve as
summative assessment method.
v. Oral exam (Viva):
Purpose:
This will be a valuable tool in assessing students communication skill and higher level cognitive
ability.
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Relation with learning: this will help the student to express depth of understanding of a subject,
ability to communicate and analysis of knowledge.
Will be part of the summative assessment method in both pre clerkship and clerkship periods.
vi. Written exam Structured Essay, Short answers, Matching, True- False with reasoning):
Purpose:
This form of assessment will cover what is presented during lectures and clinical modules of the
pre-clerkship and clerkship periods.
Relation with learning: This will motivate the student to have in depth knowledge base and
reasoning required for the practice of medicine.
It will be given at the end of every modules, end of year exam in year 1and 2, end of rotation in
year 3(Clerkship I) and a final qualifying written exam at the end of clerkship II. This will be
will be part of the summative assessment. Exercise and written assignments will be used as
formative assessment.
vii. Log books and portfolios:
Purpose: Log book documentation serves as evidence of students exposure with regards to
clinical procedures and community practice. The logbook document should be counter signed
and periodically monitored.
Relation with learning: These will courage the students make use of all possible opportunities
to learn skills and community practice to fulfill minimum requirement. Regular review of log
book can be used to help the students track what procedures or experiences must be sought to
meet requirements. The number reported in a log book may not necessarily indicate competence.
This will be used in all the 4 years of curriculum for formative assessment of students.
Portfolios
Purpose: Portfolios is collection of papers and other forms of evidence that learning has taken
place. It provides evidence for learning and progress towards learning objectives. Reflecting up
on what has been learned is an important part of constructing. In addition to products of learning
the portfolio can include statement about what has been learnt, its application, remaining
learning need, how they can be met.
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Relation with learning: provides personal and professional educational evidence for student
learning contextualizes learning and links experience with personal interpretation, enhances
interactions between students and teachers, allows students to receive feedback, stimulates the
use of reflective strategies and expands understanding of professional competence.
This will be used in all the 4 years of the curriculum for both formative and summative
assessment of students.
viii. Global Rating:
Global Rating is assessment of general categories of ability (e.g. patient care skill, medical
knowledge, interpersonal and communication skills, professionalism etc.) retrospectively based
on general impression over a period of time and derived from multiple source of information.
Purpose: The purpose is to evaluate knowledge, skill and attitude over a period of time at the
end of a rotation. This will help the evaluation of the students effort across time.
Relation with learning: When feedback given mid-way in the rotations will help the student to
work on improvement of his/her performance.
This will be used in all the 4 years of the curriculum for both formative and summative
assessment of students.
ix. 360 Evaluation
360 evaluation consists of measurement tolls completed by multiple people in a students sphere
of influence. Evaluators are faculty, other members of the health care teampeers, patients,
families and community members.
Purpose: It can be used to assess interpersonal and communication skills, professional behaviors
and some aspects of patient care and systems based practice
Relation with learning: This will strengthen the students team work ability, communication,
management skills, decision making by providing them feedback on their performance.
It will be used combatively in Community based training Program (CBTP), Team training
program (TTP) and Internship. It will be used for formatively in all other components of the
curriculum.
x. Student presentations (Assignment, Community projects and Seminars)
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Purpose: It can be used to assess students ability in self directed learning, searching and
retrieving information, appraisal of gathered facts, presentation skill
Relation with learning: This will strengthen the students team work ability, presentations skills,
self directed learning and appraisal.
This will be introduced at all levels of the curriculum and will be used for formative assessment.
Selected student presentation will be rated combatively.
18.2. PROPORTION OF ASSESSMENT METHOD FOR GRADING OF STUDENTS
Assessment methods:
Pre clerkship I & II
Progressive assessments are sum up to 50% and end module exams accounts for 50% according to the
rule set by HESC.
Introduction to Medicine Module
Progressive Assessment- 50 %
Quizzes- 25%
Health facility-5%
Skill Lab-10%
Integrated laboratory- 10%
End of module- 50 %
Written 30 %
OSCE/ OSPE- 20 %
System Based Modules
Progressive Assessment- 50 %
PBL-20 %
Quizzes- 5%
Health Facility -5%
Skill lab 10 %
Integrated laboratory 10 %
End of module- 50 %
Written 30 %
OSCE/ OSPE- 20 %
Clerkship I and II
Written 30%
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Progressive- 20%
End attachment practical/oral exam-50%
PCD arm
Progressive assessment (50 %)
Written exam (50%)
SPH arm
Progressive assessment (50 %)
End of module (50%)
Internal Qualifying Exam
Progressive assessment across the curriculum years (40 %)
End of Medical school exam (60%)
At the end of the Pre clerkship modules and Clerkship module there are going to be two qualifying
exam. The first one determines whether the students have acquired overall competencies of the basic
sciences and go into clinical years. The second one determines if the students have major competencies of
clinical year modules and can join internship. The assessments are going to be graded as pass or fail. Both
are going to be 60 % written exam and 40 % performance assessment. These exams are going to be
undertaken by the national licensure examination board, but until the board has become functional the
institutions should have an external assessor to assure the quality of the assessment
19. ADMISSION POLICY AND SELECTION CRITERIA
19.1. Admission Policy:
Applicants who fulfill the following parameters are eligible for entrance examination :
A) Bachelors degree in Health sciences, Biology & Chemistry.
B) Cumulative GPA 2.75 for females & applicants from emerging regions and 3.0 for male
applicants.
C) At least 2years service after graduation.
d) Age not more than 35 years.
e) Good health (produce medical certificate)
f) Recommendation letter: one from work with a detail profile of the recruits using the template
provided: social accountability, professionalism, participation in the community, free of
addiction etc), and a second one from their undergraduate training program.
g) Sponsorship public sector.
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19.2. Selection Criteria:
Process of selection of applicants to the medical education includes the following criteria.
1. Academic performance in undergraduate programs (10% of the weighted average)
Grades will be rated (e.g. GPA of 4.0 = 10 points)
2. Entrance examination 50 %
Must successfully pass National Entrance Exam. ( score 60% and above ,the entrance
Includes: English, aptitude test and professional test in Biomedical sciences)
3. Structured interview (25%):
Pre-prepared interview by the committee to assess different parameters like,
Communication skills, attitudes and values, community involvement and service,
Volunteerism, decision making in a given scenario, motivation for choosing Medicine,
English fluency.
Interviewers: Faculty/MD, medical students and community representatives.
4. Leadership and community participation (5%).

5. Participation in Research and publication (5%).
6. Working in rural and remote areas (5%)
NB: Females & applicants from emerging regions will be given priority if they score equal with
male applicants.
19.3. Methodology of Selection:
1. Program will be announced on the media and other relevant stakeholders.
2. Applicants will submit documents to the training institution.
Selections steps
Step 1: Entrance Exam
Those who fulfill the admission criteria will sit for the entrance exam.
Step 2: Assessment of Documents
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Applicants documents (Student copy of undergraduate program and evidence for criteria 4-6 of
the selection criteria) will be assessed by three assessors (one faculty, one student and one
community member) in the respective University.
Step 3: Interview
Applicants will be independently interviewed by a panel of community member, student and

faculty.
Step 4: Announcement
Admission will be announced within 15 days after interview.
3. Appeal processes: A mechanism for appeal will be put in place.
4. TOR will be prepared for the selection committee
The admission policy will be reviewed periodically to comply with relevant national
responsibilities and the needs of the health care system. The size of student intake is defined and
related to the capacity of the respective institution at all stages of the program and considers
gender ratios. The size and nature of student intake will be aligned with the Human Resource for
Health strategic plan of the FOMH and FMOE and reviewed in consultation with the relevant
stakeholders.
Grading criteria
Letter grades shall be given based on the points earned out of 100. The letter grading system has
a fixed scale as described in the table below
Letter of Grade Point scored Description Credit hour point

A >85 Excellent 4
B+ [80-85) Very Good 3.5
B [70-80) Good 3.0
C+ [65-70) Satisfactory 2.5
C [60-65) Fair 2.00
D [50-60) Below pass Mark 1.00
F Below 50 Fail 0
General Promotion criteria

Pass mark for any module or attachment will be at least a C grade.
Remedial exam will be conducted at the end of the academic year.
Any student who fails to achieve a CGPA of at least 2.0 but greater than 1.75 shall be
allowed to take a remedial exam on modules or attachments failed
Any student who scores CGPA of 1.5- 1.75 will be considered for readmission based on the rule
of the respective university or college.
Any student who score D in any module or attachment will not be allowed to progress to the
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next academic year or sit for qualifying exam regardless of his/her CGPA
A student who is allowed to take remedial exam in any of the module will get a maximum grade
of C if he/she scores a pass mark.
Any students who score F in any module will repeat the module failed.
Any student who scores Incomplete I grade will be required to repeat the specific
module.
Any student who scores No Grade NG will take exam if his /her evidence is accepted
by Academic commission of the College or University.
Promotion Criteria for Introduction to medicine
Any student who scored D in introduction to medicine module will be allowed to take the
remedial exam ; if he/she scored D after taking remedial exam, the student will repeat the
course
Any student who scored F in introduction to medicine module will repeat the course. If a
student scores D/ F after repeating the course, he/she will be dismissed.
Pre clerkship
If a student scores D in more than two modules or oneF in any module; remedial
exams will not be allowed and the student will be required to repeat the failed modules.
Any student who scores D or F on CBTP attachment will be allowed to work on
specific task assigned by the department. The student will get a maximum pass mark of
C if he/she accomplishes the task to the satisfaction of the department and got pass
mark.
Step one qualifying exam
Progression from pre-clerkship to clerkship will be determined through a comprehensive

national qualifying examination as pass or fail.
A student who fails on the national qualifying examination; will be allowed to take the
qualifying exam twice on two successive years.
Clerkship
Any student who scores D in any of the following modules (Internal medicine, surgery,
Pediatrics, Gyn/OBs) will be required to repeat the attachment.
Any student who scores two D in any of the following modules (Orthopedics,
Psychiatry, Dentistry, Radiology, ENT, Dermatology and Ophthalmology) will be
allowed to take remedial exam. If he/she fail after remedial he wile required to repeat the
module.
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Step 2 national qualifying exams
Progression from clerkship to internship will be determined through a comprehensive

national qualifying examination assessment as pass or fail.
A student who fails on the national qualifying examination; will be allowed to take the
qualifying exam twice on two successive years.
Any student of Medicine in the Year 4 who fails in the internal qualifying examination of
(Surgery, Pediatrics, Internal Medicine, Gyn/OBs and Social and Population Health) will
be allowed to take examination after completion of two month attachment to the
satisfaction of the specific.
Internship
Grade for internship attachment will be determined by specific department by using

standardized checklist.
Interns will be assessed by their knowledge, conduct, professionalism, and attitude
towards the patient, the profession and the healthcare team and graded as; Excellent (A),
Very good (B), Good (C), Unsatisfactory or Fail (D or F); the grade will not be accounted
into the CGPA
The Grade account for pass or fail

The minimum passing grade is C
Graduation Requirement
All students should pass successfully in all modules obtaining a minimum grade of C
A cumulative Grade Point Average (CGPA) of 2.00 must be obtained
Students should successfully pass step 1 and 2 national qualifying examinations
Successful completion of internship attachments.
22. QUALITY ENHANCEMENT, MONITORING & EVALUATION
22.1. QUALITY ENHANCEMENT
The program will have quality enhancement standards in line with the Ethiopian Higher
Education Proclamation, the ETQAA (Education and Training Quality Assurance Agency)
Guidelines and the World Federation of Medical Education Standards. 8 The medical schools
implementing this curriculum will follow the above guidelines for quality delivery of the
curriculum.
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The curriculum has addressed the required standards and expectations. As stated in the Ethiopian
Higher Education Proclamation, the medical schools will have internal quality enhancement
standards and mechanisms focusing on:
1. ProgramManagement: Clear strategies for implementation, including the teaching and learning
methods, assessment of students and relevance of courses and program evaluation.
2. Educational Programs, Leadership and Follow-Up: A Curriculum or Program Committee will

be established to oversee the implementation of the curriculum as intended.
3. Vision, Mission and Goals: Forums for sharing vision, mission and goals will be in place.
4. Management of Student Assessment: Student evaluation, assessment and grading systems will
be governed by the Student Assessment Policy integrated in the curriculum. An Exam
Committee, under the Curriculum Committee, is responsible for the establishment and
maintenance of an exam bank well as the coordination, monitoring and evaluation of the
assessment processes.
5. Student Support System: A system of student support should be established to enhance their
academic skills and their performance. The support should include academic advisers and
counselors who will provide academic, social and personal advice as well as career guidance.
6.Faculty Development and Recruitment:
A.Faculty Training is an important component of the implementation plan for the new
curriculum. As the instructional methodologies are new, educating the faculty to be medical
educators at different levels, simultaneously to their own professional development is planned.
Faculty will receive periodic updates on teaching methodologies every two years.
b.Faculty Recruitment: Staff recruitment policies and procedures will outline the
specialties,qualifications, experience, responsibilities and incentives that are integral to the
delivery of the curriculum. The staff to student ratios for the different components of the
curriculum will be optimized in an attempt to harmonize the student size and teaching/learning
requirements. To recruit and retain qualified staff, means such as providing the best affordable
working conditions, incentives, collaborative partnerships with external agencies (Public-Private
Partnership) and establishing joint and honorary appointments will be in place.
7.Educational Resources: Educational resource standards appropriate for the curriculum in the
Ethiopian setting have been set.
a. Physical Facilities: Sufficient physical facilities for the staff and the student population to
ensure that the curriculum can be delivered adequately.
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b.Resource Center: An adequate collection of up-to-date reference materials will be available to
support the needs of each curriculum component. The Resource Center will provide all
supportive instructional media.
c.Information Technology (IT): Information technology will be an integral part of this curriculum.
The medical schools will have computer resource laboratories that complement the Resource
Center. Academic staff and students will be trained in the use of IT services for self-learning,
access to information communication.
d.Professional Training Resources:. To ensure professional learning, basic science labs,muliti-

purpose labs integrating clinical and surgical skills will be in place.
e. Health Facilities and Community Attachment Sites: Suitable rural and urban sites will be
selected to maximize training.
8. Foster Research:
Research is one of the important components of the curriculum where students will be trained in
research methodologies. Students will use medical school health and community facilities in
their research undertakings.
9.Use of Educational Experts and Educational Exchanges:
National and international experts will be utilized in the delivery of curriculum, staff
development and implementing sound research. National and international exchange of academic
staffs and students will be encouraged as well as the collaboration with other educational
institutions.
22.2. Program Monitoring, Evaluation and Improvement
Program evaluation will address: administrative structure, leadership and governance, the
learning environment and the institutions culture; specific curriculum components such as the
syllabus and student performance.
Information is gathered from student and graduate surveys, performance in examinations,

longitudinal study of graduate performance and the perception of significant stakeholders within
and outside of the medical school/university regarding the strengths and weaknesses of graduates
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and Program relevance. The sources of information include students, graduates, faculty as well
as stakeholders in the community, educational and government agencies, professional
organizations and postgraduate educators.
Mechanisms for Program Evaluation:
The following mechanisms will be utilized for program monitoring and evaluation:
a. Student Performance: Measures of student performance is one parameter for Program

monitoring and evaluation. Information to be reviewed will include average study duration,
assessment scores, pass and failure rates on examinations, success and dropout rates as well as
and graduate feedback about their course experiences. The Program Committee will monitor the
pass rate in each course and investigate any aberrations. Other factors to be analyzed in relation
to the curriculum are the students background, conditions and entrance qualifications,feedback
on student selection and student counseling.
Timing of measurement of student performance: will be after each course or module assessment,
end of year examinations and final qualifying examinations.
b. Student Feedback: Students will evaluate each module and rotation. Student feedback
will be collected through surveys and also obtained through their representation in the
Curriculum Committee. Courses that are less popular or negatively evaluated by students may be
defensible but at least the feedback will identify and analyze students' perceptions. Where
necessary, such courses can be modified. Feedback received will be reviewed by the Curriculum
and other appropriate Committee(s) and the information channeled to those who are responsible
for Program development and implementation for further action to ensure that matters of concern
are identified and dealt with timing student evaluation of learning teaching process: will be after
completion of a theme in a module or a rotation once a week, end of module or rotation , end of
year the year, end of medical school years and after graduation .
c. Teachers Feedback: Teachers will evaluate each module and rotation systematically and their
feedback will be used for improvements.
Timing of teachers feedback: end of each major module component and end of module, end of
year or rotation.
d. National Qualifying Exam with the introduction of different curricula in the Ethiopia
National Qualifying Exam is important for standardization and quality assurance .When National
Qualifying exam is introduced prospective graduates from different schools with different
curricula should sit the exam qualify.
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e.Longitudinal Study on the Graduates. A mechanism for monitoring the performance of the
programs graduates will be in place. This will be achieved by soliciting the feedback of society
and employers regarding the strengths and weaknesses of the graduates and responding
appropriately.
Timing: will be two years after graduation.
f. Involvement of Stakeholders: Program evaluation must involve the governance and

administration of the university, the institution/faculty/school/department/Program,
representatives of the community, employers, education and government agencies, professional
organizations and postgraduate educators. This will also include current students, Alumini and
faculty.
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Module code, Module name, Module Week, Module sequencing and credit
hour
Year 1/Pre-clerkship I
Module Code Module Name weeks Credit

hour
BM-INT 401/1 Introduction to medicine 16 17
BM-HEM Hematology 4 5
401/2
BM-RES 401/3 Respiratory System 5 6
BM-CVS Cardiovascular system 7 8

401/4
BM-GIS 401/5 Gastrointestinal System 7 8
SPH-DTH Social and population Health (SPH-I): Determinants 16 4

401/6 of Health
SPH-MHD Social and population Health (SPH-II): 22 6

401/7 Measurement of Health and Disease
Total 54
62 | P a g e
Year 2/Pre-clerkship II
Module Code Module Name weeks Credit hour
BM-END Endocrine System 4 5

402/1
BM-KUS Kidney and Urinary system 5 6

402/2
BM-REP Reproductive system 5 6

402/3
BM-MIS 402/4 Musculoskeletal and Integumentary System 5 6
BM-NER Nervous system 7 8

402/5
BM-INF 402/6 Infectious Diseases and Rural medicine 5 6
SPH-HPD Social and population Health (SPH-III): 19 5

402/7 Health Promotion and Disease Prevention
SPH-CBTP Community based Training Program 3 3

402/8
Total 45
63 | P a g e
Year 3/Clerkship I
Module Code Module Name Weeks Credit Hour
CL-INT 503/1 Internal Medicine 8 9
CL-SUR General Surgery 8 9

503/2
CL-PED 503/3 Pediatrics 8 9
CL-OBG Gynecology/Obstetrics 8 9
503/4
CL-PSY 503/5 Psychiatry 5 6
CL-DEN Dentistry* 2 2
503/6
CL-ORT Orthopedics 2 2
503/7
CL-RAD Clinical Radiology 1 1

503/8
SPH-HPM SPH-IV Health and Policy 20 5

503/9 management
Total 52
64 | P a g e
Year 4/Clerkship II
CL-INT 504/1 Internal Medicine 6 6
CL-SUR General Surgery 6 6

504/2
CL-PED Pediatrics 6 6
504/3
CL-OBG Gynecology/Obstetrics 6 6
504/4
CL-DER Dermatology 3 3
504/5
CL-ENT ENT 2 2
504/6
CL-OPH Ophthalmology 2 2
504/7
CL-ESS Emergency and life-saving Surgical Skills 12 10

504/8
SPH-RES SPH-V research Skills 19 5

504/9
Total 46
65 | P a g e
Internship
IN-INT 601/1 Internal Medicine 9 8
IN-PSY 601/2 Psychiatry 2 2
IN-SUR 601/3 General Surgery 8 7
IN-ORT 601/4 Orthopedics 2 2
IN-PED 601/5 Pediatrics 9 8
IN-OBG 601/6 Gynecology/Obstetrics 8 7
IN-TTP 601/8 Team-training program : primary Health care 4 3

attachment
SPH-RSH Research(thesis) 2 2
601/8
Total 39
66 | P a g e
1. INTRODUCTION TO MEDICINE
DESCRIPTION AND DESIGN:
The Introduction to Medicine module offer students the general overview of biomedical sciences
prior to the integrated system based modules of the Year 1-2. The students will study the general
structure, function, biological mechanisms governing homeostasis, the genetic, biochemical,
physiologic, and pathologic mechanisms underlying disease states, classification of
microorganisms, host defense and immunology , mechanisms of drug action, pharmacokinetics,
pharmaco-dynamics and therapeutics. This will be integrated with Professional competency
development (PCD) and linked Social and Population Health (SPH) module delivered at this
time .The delivery will be at different sites: Class, laboratory, Primary health care unites and
hospital. In this module students will be oriented to the new learning teaching methodology
within the PCD component. Students in addition to Lecture and laboratory, tutorial activities will
start working on problems (PBL), Skill lab, WGS and have early clinical contact through the
hospital and community/PHCU activities every week.
MODULECOMPONENTLIST
Year ModuleComponent Title Duration
Year1: BiomedicalSciences 1. Anatomy(Gross,histology,Embriology) 16weeks
2. Physiology
3. Biochemistry
4. Pathology
5. MicrobiologyandParasitology
6. Genetics
7. Immunology
8. Pharmacology
PCD 1. IntroductiontoLearningMethods
2. HistoryofMedicine
3. TraditionalmedicineinEthiopia,
4. EssentialsofICTinMedicine
5. Evidencebasedmedicine,
6. Ethicsandprofessionalism,
7. Communicationskills,
8. FirstAid
SPHI 1. DeterminantsofHealth
2. IntroductiontoHealthcaresystem
PRE-REQUISITES:None
67 | P a g e
CURRICULUM COMPTENCY OBJECTIVE AND ASSESSMENT MATRIX
CURRICULUMCOMPTENCYOBJECTIVE AND ASSESSMENT MATRIX

Competenciesf IntroductiontoMedicineCompetency/Obj Modulesactivity Teachinglearning Assessment
orMedicalDoc ectives /Attachments methods
tors
68 | P a g e
Scientificfo Studentswillbeableto: Introductiont o me InteractiveLect Writtenexam
undationof dicinemodules. ure Viva
medicine Identifythenormalstructure(Gross&Mi PBL OSPE
croscopic)andfunctionofthebody. Hospitalvisit WGS
Describe molecular, Integratedbiom 3600(Facult
cellular,biochemicalandphysiologicalm PHCunitevisit edicallaborator yobservation
echanismsthatmaintainhumanbodysH y andfeedback
omeostasisandtheintrinsiccontrolmech E-learning )
anisms. Mentorship
Explaintheabnormalitiesinbodystructur Self-
eandfunction humanbodywhichoccurindiseasedstates
DirectedLear
Describe ning
themajorpathologicprocessesa Communitylear
n d thespecific ningsession
biologicalalterationswhichtheycause.
Explaintheetiologyandnaturalhistoryof
acuteillnessesandchronicdiseases.
Explainvariouscausesofdisordersandthe
irpathogenesis.
Explainthenormalandabnormalfunctions
ofhumanimmunology.
Describethehumanlifecycleandeffectso
fgrowth,developmentandaginguponthe
individualfamilyandcommunity.
Describe the principles of drug action
and their use as well as
theefficiencyofvarioustherapies.
Classifyanddescribecommonlyuseddrug
s.
Usebiomedicallaboratoriestounderstand
thebiomedicalsciences.
69 | P a g e
Clinicalskills Studentswillbeableto: Introductiontomed InteractiveLectur OSCE
icine e 3600(Facultyo
Explaintheprinciplesandpracticetakingana HospitalvisitWee SGS bservationandf
ppropriatehistoryinskilllaboratory. klyprimaryhealthc
WGS eedback)
Explaintheprinciplesandpracticetophysical Integratedbiomedica
Portfolios
areunitvisit
llab
examinationofthehumanbodyinskilllaborat
E-learning OSPE
oryandobserveinhospital. Globalrating
Mentorship
Observeandpracticebasiclaboratoryandbioc Self-
hemicaltests. DirectedLearning
Exercisebasiclaboratoryexperimentrelevan Hospital
ttounderstandingbiomedicalscience. andPHCvisits
Criticalthinkin Studentswillbeableto: Introductiontomed SGS Writtenexam

gandresearchP Demonstrateacriticalapproach,constructi icine PBL Portfolios
ractice- veskepticism,creativityandaresearch- Hospitalvisit WGS 3600(Faculty
orientedattitudeinprofessionalactivities;
basedimprove Weeklyprimaryhe E-learning observationa
ment, Recognizethepowerandlimitationsofthesc
ientificthinkingbasedoninformationobtain
althcareunitvisit Self- ndfeedback,p
DirectedLearning ear
edfromdifferentsourcesinestablishingthec
ausation,treatmentandpreventionofdiseas HospitalVisits evaluationn)
e; PHCweeklyVisi PRRE
Experience practice-based t
improvementactivitiesusingasystem
aticmethodology.
CommunityLearn
ingSessions
Useinformationtechnologytodeepenones
ownlearningonthespecificsystem.
Practicecriticallyreviewingliteraturerelated
totheirlearning.
Identifystrategiestocontinuouslyupdatethei
rknowledgeandskills.
Systematically
appraiseandassimilatescie
n t i f i c evidence
t h r o u g h readingofarticlesrelatedteachi
nglearning.
Practiceahabitofself-
reflection,responsivenesstofeedbackanda
non-
goingdevelopmentofnewskills,knowledg
eandattitude.
Excisesself-
motivationandaccountabilityforownlearni
ngandfacilitatethelearningofotherstudents
andhealthcareprofessionals.
70 | P a g e
Communications Studentswillbeableto: Introductiontomed InteractiveLec Studentpresen
kills Usetechniqueswhichfostereffectiveco icine tures tation.
mmunication. Hospitalvisit Roleplay DOCS
Applybasiccommunicationskillstoest Weeklyprimaryhea Rolemodelin 3600(Facultyfe
ablishunderstandingwithpeers, lthcareunitvisit g edbackandobs
faculty/staff, patientandtheirfamilies.
Mentorship ervation,peere
Interactwithpeersandotherhealthpr
SGS valuation)
ofessionalsasaneffectiveteammem
WGS
ber.
Hospitaland
Listenattentivelytoelicitandcompiler
PHCweekly
elevantinformationfromapatient.
visits
Communicateeffectivelyanddemon
Skillslaborato
stratecaringandrespectfulbehaviors
ry
wheninteractingwithpatientsandthe
irfamilies.
Writeandorallypresentrelevanti
nformationobtainedfromapatien
t.
Maintaingoodrecords.
Demonstratesensitivitytocultura
landpersonalfactorsthatimprove
interactionswith,patients,theco
mmunity,peersandfaculty.
Synthesizeandpresentinformationap
propriatetotheneedsoftheirlearning,
audience,anddiscussplansofaction.
71 | P a g e
Professionalism,e Studentswillbeableto: Introductiontomed Rolemodelin Studentpresen
thics, Recognizetheessentialelementsofthem icine g tation
behaviorandattitu edicalprofession,includingmoralandet Hospitalvisit InteractiveLec Portfolios
des hicalprinciplesandlegalresponsibilitie Weeklyprimaryhea tures Global
sunderlyingtheprofession; lthcareunitvisit SGS Rating
Demonstrateprofessionalvalueswhichi WGS 3600(Faculty
ncludeexcellence,responsibility,comp HospitalVisi observationan
assion,empathy,accountability,honest ts dfeedback,
yandintegrity,andacommitmenttoscie
PHC weekly Peer(evaluati
ntificmethods. on)
Showrespectforpatients,
peers,facultyandotherhealthprofession
alstofosterapositivelearningcollaborati
onwiththem.
Demonstrateaccountabilitytopatients,s
ocietyandprofession,
andacommitmenttoexcellenceandon-
goingprofessionaldevelopment.
Demonstrateself-
regulationandrecognitionofthenee
dforcontinuousself-improvement.
Exhibittheabilitytoeffectivelyplanand
efficientlymanageone'sowntime
72 | P a g e
Population Studentswillbeableto: Hospitalvisit InteractiveLect Writtenexam
healthandhealths Explainimportantlife- Weeklyprimaryhe ures
PRRE
ystem WGS
style,genetic,demographic,environme althcareunitvisit 3600(Facultyob
HospitalandPHC
ntal,social,economic,psychological,an servationandfee
weeklyVisit
dculturaldeterminantsofthespecificsys dback)
E-learning
temdiseaseatapopulationlevel. Mentorship
Describetheimportantdeterminantsand Self-
riskfactorsofhealth&illness,interaction DirectedLearning
betweenmanandhisphysicalandsociale
nvironment.
Management Studentswillbeableto: Hospitalvisit InteractiveLect Student

Practicesearchingandinterpretingheal Weeklyprimaryhe ures presentation
thandbiomedicalinformationrelevantt E-learning
ofinformation althcareunitvisit 3600(Facultyfe
ounderstandinghealthandillnesses.
Self- edbackandobse
Beabletouseinformationandcommuni DirectedLearning rvation)
cationtechnologytoassistinlearning. OSPE
PRRE
73 | P a g e
GENERAL OVER VIEW OF THE MAJOUR ARMS OF THE CURRICULUM
2. SYSTEM BASED MODULES
The system based modules are one of the components of year 1and 2 curriculum which come
after the Introduction to Medicine .These modules are organized in specific systems of the body
integrating: the normal structure, function, pathological alteration, diseases and pharmacological
treatment. This anatomy, physiology, biochemistry, pathology, microbiology & parasitological,
immunology, pharmacology are horizontally integrated with some clinical components vertical
integration integrating the basic and clinical sciences. In these module students will focus on one
aspect of the body at a time. The professional competency development courses will be offered
integrated biomedical system and Social and Population Health (SPH) arm of the curriculum
which horizontally integrates the social and population health sciences will be linked to correlate
with this system based module through the health institutions and community attachments. The
learning objective in theses modules are derived from and categorized according to the
Competencies to be attained expected form the graduate. The learning objectives are also
organized in relation to the specific integrated basic sciences at the end of the module to support
the teacher see how and what has been integrated for the basic sciences in the particular system
based module.
MODULELIST
Thefollowingarethe9SystemBasedModuleswithInfectiousDiseaseand&Ruralhealth Problems offeredduringyear1-
2oftheMedicalcu rriculum:
Year CurriculumCompone Code ModuleTitle Durationinweek
nt 1. Hematology 4 weeks
Year 1 SystemBasedModule BM-HLS401/2
s BM-CVS401/3 2. Cardiovascular&LymphaticSystems 7 weeks
System
3. RespiratorySystem 5 weeks
BM-RES401/4
BM-GIS401/5 4. GastrointestinalSystem 7 weeks
Year 2 SystemBasedModule BM-ENS402/1 5. EndocrineSystem 4 weeks
s 6. Kidney AndUrinary System 5 weeks
BM-KU402/2
BM-REP402/3 7. ReproductiveSystem 5 weeks
BM-MSI402/4 8. 5 weeks
Musculoskeletal&Integumentar
BM-CNS402/5 ySystemSystem
9. Nervous 7 weeks
BM-ID402/6 10.InfectiousDiseases&RuralHealth 5 weeks
Module
74 | P a g e
Competencies for Medical Doctors SYSTEM BASED MODULE
Competenciesfor SYSTEM BASED Modules Teachinglearningmetho Assess

MedicalDoctors MODULECOMPETENCIES/OBJEC /activity ds ment
TIVE /Attachments
Scientific Studentswillbeableto: SBM1-10 InteractiveLectures Writtene
foundationof PCD1-4 SGS xam
medicine Identifythenormalstructure(Gross&Micr Hospitalvisit PBL O
oscopic)andfunctionofthespecificbodysy WeeklyPH WGS r
stems. al
Cunitvisit Integratedbiomedi
Describegrowthanddevelopmentofthe systemincludingtheeffectsofageing.
callaboratory e
Describemolecular,biochemical,andcellu E-learning x
larmechanismsthatareimportantinthebod a
Mentorship
ysystems. m
Self-
Describe the major pathologic (
DirectedLearning
processesand the specific V
biologicalalterationswhichtheycause. i
Distinguishgrossandmicroscopicalterati v
onsofthespecificsystem a
thatoccurinmajorpathologiesandcond
Explain )
variouscausesofthespecific OSPE
system disorders and theirpathogenesis. Portfolio
Namemajorsignsandsymptomsofthespeci s
ficbodysystemsdisorders.
Discussimportantdeterminantsandriskfact
orsthespecificsystemdiseases.
Describecommonlyuseddrugsfortreatme
ntofthespecificsystemdiseasesandconditi
ons
Performbasiclaboratoryexperimentrelev
anttounderstandingpharmacologicaleffe
ctsofdrugsonthespecificsysteminacompu
tersimulation.
75 | P a g e
Clinical skills Studentswillbeableto: SBM1-10, Skillslaboratory Writtene
PCD1-4 SmallgroupSession xam
Takeanappropriatehistoryfromapatientwitht s DOCS
hespecificsystemdisorders. OSCE
Hospitaland
Performphysicalexaminationofthespecificsy PHC weekly Visits Logbook
stemorgans. 360
Observe and interpret basic laboratory E-learning
(Facul
and biochemical tests relevant to diagnosis Self-Directed ty
of major system specific disorders. Learning observ
Assist with performing and interpreting Mentorship ation
basic microbiological tests relevant to
and
diagnosis of major system specific
feedba
disorders.
ck )
Observe and interpret basic
laboratory and biochemical tests relevant
to diagnosis of major system specific
disorders.
Assist with performing and interpreting
basic microbiological tests relevant to
diagnosis of major system specific
disorders.
Suggest possible differential
diagnoses and therapies from cardinal presentations.
Practice basic surgical and clinical
procedures skills relevant to the Specific
body system. (Perform basic steps BLS,
Wound care, etc.)
76 | P a g e
Criticalthinking Studentswillbeableto: SBM1-10 ProblemBasedlearnin
andresearch PCD1-4 g(PBL)
Practice- Demonstrateacriticalapproach,constructive Hospitalvisit SmallgroupSession
basedimproveme skepticism,creativityandaresearch- Weeklyprimaryhe s
nt, orientedattitudeinprofessionalactivities; althcareunitvisit WholeGroupSession
Recognizethepowerandlimitationsofthescie HospitalandPHCweeklyV
ntificthinkingbasedoninformationobtainedf isits
romdifferentsourcesinestablishingthecausat CommunityLearningSess
ion,treatmentandpreventionofdisease; ions
Formulatehypotheses,collect(datafrompatie E-learning
ntsorthecommunity)andcriticallyevaluateda Self-Directedlearning
ta,forthesolutionofproblems.
Analyzepractice
experienceandperformpractice-
basedimprovementactivitiesusingasystemat
icmethodology.
Useinformationtechnologytodeepenoneso
wnlearningonthespecificsystem.
Practicecriticallyreviewingliteratureonselec
tedsystemspecificareasincludingpromotion
andhealthmaintenance.
Studentwilldemonstrateahabitofself-
reflection,responsivenesstofeedbackandano
n-
goingdevelopmentofnewskills,knowledgea
ndattitude.
Studentwilldemonstrateself-
motivationandaccountabilityforownlearnin
gandfacilitatethelearningofotherstudentsan
dhealthcareprofessionals
77 | P a g e
Professionalism, Studentswillbeableto: SBM1-10 Rolemodeling GlobalRating
ethics,behaviorand PCD1-4 InteractiveLecture 3600(Facultyobser
attitudes Recognizetheessentialelementsofthe Hospitalvisit s vationandfeedbac
medicalprofession,includingmoraland Weeklyprima SGS k, Peerevaluation)
ethicalprinciplesandlegalresponsibilit ryhealthcareu WGS OSCE
iesunderlyingtheprofession; nitvisit HospitalandP Portfolios
Demonstrateprofessional values HCweeklyvis
whichincludeexcellence,responsibilit it
y,compassion,empathy,accountability Mentorship
,honestyandintegrity,andacommitmen
ttoscientificmethods.
Discussethical,professionalandlegalis
suesthatariseincareofpatientswithemp
hasistothecommonhealth
problemsanddisorders.
p e e r s ,facultyandotherhealthprofessi
onalstofosterapositivelearningcollabo
rationwiththem.
Demonstrateaccountabilitytopatients,
societyandprofession,
andacommitmenttoexcellenceandon-
goingprofessionaldevelopment.
Identifylearningneedstobetterundersta
ndandcareforpatientswiththespecifics
ystemdisorders.
Demonstrateself-
regulationandarecognitionoftheneedfo
rcontinuousself-improvement with an
awareness of personal limitations
including limitations of one's medical
knowledge;
Exhibit the ability to effectively plan
and efficiently manage one's own time
and activities to cope with uncertainty,
and the ability to adapt to change.
78 | P a g e
Population health Studentswillbeableto: SBM1-10 InteractiveLectur Writtenexam
andhealth system PCD1-4 es PRRE
Discussimportantlife- Hospitalvisit SGS GlobalRating
style,genetic,demographic,enviro Weeklyprimar WGS 3600(Facultyobser
nmental,social,economic,psychol yhealthcareun HospitalPHCa vationandfeedback
itvisit ndcommunity , Peerevaluation)
ogical,andculturaldeterminantsof weeklyvisits Portfolios
thespecificsystemdiseaseatapopu E-learning Studentpresentat
lationlevel. Mentorship ions
Self-
Describeglobalandnationaltrends
Directed
inmorbidityandmortalityofmajor Learning
disordersofthespecificsystem
Discussthe
frequencyofoccurrence,distributi
Management of Studentswillbeableto: SBM1-10 InteractiveLectur Studentpresentatio
on,determinantsincluding(riskfac
information PCD1-4 es n (assignments,
Practicesearchingandinterpreting
tors)ofmostsignificantdisordersof Hospitalvisit E-learning Seminaretc.)
thespecificsystemofpublichealths Weeklyprimar
healthandbiomedicalinformationr Self- OSPE
elevanttounderstandinghealthand yhealthcareun Directed Portfolio
ignificanceinEthiopia
itvisit Learning PRRE
illnessesofthespecificsystem.
Outlineactionsforpreventionofco
mmondisordersofthesystemandpr
Beabletouseinformationandcom
omotion&maintenanceofhealth.
municationtechnologytoassistinle
arning.
79 | P a g e
3. CLERKSHIP
The Clinical clerkship is the major clinical component of the undergraduate medical curriculum.
The primary aims are to enable the student to apply the knowledge and skills of the year 1-2
curriculum (Pre-clerkship) experience; and to continue to acquire an understanding of health and
disease, and knowledge of prevention and management. The students further learn to interpret
and apply scientific knowledge, to take medical history and perform Physical examination,
formulate differential diagnosis, list relevant investigations, reach to the correct diagnose of
common illnesses and construct appropriate management plan. The clinical clerkships program
runs for 101weeks.
Education in clerkship will be delivered in different setting of health care and in collaboration
across disciplines. The emphasis during clerkship is on the diagnosis and management of sets
clinical problems, characteristic of specific diseases and the acquisition of clinical skills. The
clerkship curriculum is organized in disciplines will be offered integrated with Professional
Competency Development (PCD) and linked to the Social and Population Health (SPH).
YEAR 3: Clerkship I
Aims at enabling the student to participate in the diagnosis and management of patients with
variety of common clinical problems in Ethiopia. Clerkship I is offered at different level of
health care settings Primary, Secondary and tertiary level health care settings. This year includes
integrated clinical blocks offered for a total of 49weeks which includes : Internal medicine,
Surgery, Obstetrics &Gynecology, Pediatrics, will have 8 weeks each; Psychiatry for 5 weeks.,
Orthopedics 2 weeks and Clinical Radiology 1 week.
The students will have Outpatient and inpatient experiences: outpatient experience will be in the
respective department of the hospital and also in the primary care unites (Health Centers etc.)
which will be coordinated with their specific department of attachment. Inpatient experience will
be primarily in the Hospitals.
Year 4: Clerkship II
Clerkship II provides advanced studies and increased measure of responsibility and prepares
students for Internship. This provides the students to have the experience of being the primary
caregiver for patients in a well-supervised setting. It will be offered for a total of 53 weeks. The
students will have attachment at different level of health care settings (Primary, Secondary and
tertiary level) and will have interdisciplinary rotations.
80 | P a g e
Clerkship II will focus on the following major disciplines: Internal medicine, Surgery, Pediatrics
and Obstetrics&Gynecology 6 weeks each, where to emphasis will be given management of
common health problems and skill development. ENT 2weeks, Ophthalmology 2 weeks and
Dermatology 3weeks. Emergency surgical and life saving skill training will have 12 weeks.
PROFESSIONAL COMPETENCY DEVELOPMENT (PCD)
Clerkship also includes longitudinal courses of PCD and SHP with research. It is conducted
integrate with the clinical blocks to be delivered half a day each week. PCD in clerkship p is
intended to strengthen the knowledge, skill and attitude taught in the pre-clerkship years and also
introduces new knowledge relevant to the specific clinical block.
COMMUNITY ATTACHMENT INTEGRATED WITH PRIMARY HEALTH CARE
The student have completed the clerkship I major courses and primary care is intended to
provide the student with the opportunity of clinical experience in the primary care setup.
SOCIAL AND POPULATION HEALTH (SPH)
Health and Policy management (Clerkship I).Advanced course on research methodology, topic
selection and proposal development. (Clerkship II).
81 | P a g e
Discipline /Module Lists
Year Curriculum Code Title Duration
component
Year3: ClerkshipI CL-IM503/1 1. InternalMedicineI 8weeks
CL-SU503/2 2. GeneralSurgeryI 8weeks
CL-PED503/3 4. PediatricsI 8weeks
CL-OG503/4 5. Obstetrics&gynecologyI 8weeks
CL-PS503/5 6. Psychiatry 5weeks

CL-DT503/6 7. Dentistry 2weeks
CL-OR503/7 8. Orthopedics 2weeks
CL-RD503/8 9. ClinicalRadiology 1week
Year4: ClerkshipII CL-IM504/1 10.InternalMedicineII 6weeks

CL-SU504/2 11.GeneralSurgeryII 6weeks
CL-PED504/3 12.PediatricsII 6weeks
CL-OBG504/4 13.Obstetrics&gynecologyII 6weeks
CL-DER504/5 14.Dermatology 3weeks
CL-ENT504/6 15.ENT 2weeks
CL-OPH504/7 16.Ophthalmology 2weeks
CL-ESS504/8 17.EmergencySurgicalandlifesavin 12weeks

gskills
PRE-REQUISITES:
Students entering Clerkship I have completed Pre -clerkship courses successfully.
The student has completed the pre-clerkship courses Biomedical, Professional competency
development I &II and Social and population health I.
The student to be able:
Biomedical:
Demonstrate the functional understanding of development, structure and function of the

different human body systems
82 | P a g e
Possess the substantial knowledge of, etiology, Pathologic alteration, Presentation and nature of
common and or important diseases in Ethiopia.
Have working knowledge of major classes of pharmacologic agents, their dosage and route of
administration.
Skill and Professional Competency:
Demonstrate numerous clinical skills listed in PCD I& II which will be used in the clerkship
rotations in the different disciplines.
Applythe fundamental principles of data collection by history, physical examination, differential

diagnosis and laboratory investigation.
Social and Population Health requirement of Year 1&2
Students entering clerkship II have completed clerkship I.
83 | P a g e
COMPETENCY OBJECTIVE ASSESSMENT MATRIX
CompetenciesforMedic ClerkshipCompetencies/objectiv Clerkshi Teachinglearni Assessment

alDoctors es pModul ngmethods
es/
Scientificfoundatio Studentwillbeableto: /Attachments
Clerk ship 1 Interact Writtenexa
nofmedicine &2 iveLect m
Demonstrateapplicationofknowledgeinthebasicscien Hospitalwa ures Oral
cesfundamentaltoclinicalpractice,totheprocessesofdi rdattachme Teachinground exa
agnosis,treatment,andpreventionintheclinicandinthec ntandRotati MorningSessio m(V
ommunity. onsin n iva)
Demonstrateknowledgeaboutestablishedandevolving differentdis Seminars OSCE
clinicalbiomedicalsciencesandtheapplicationofthiskn ciplines Grandrounds Portfolios
owledgetopatientcare. Ambulato Self-
DescribePatho-physiologymechanismsof ryclinicatt Directedle
patientshistoryandphysicalexaminationfindings. achment arning
Explainvariouscausesofdiseasesandtheirpathogenesis PHC E-learning
Namesignsandsymptomsofmajorhealthproblemsanddi uniteVisits Journalclub
sorders
Mentorship
Describerelevantdiagnosesforcardinalpresentations.
Studentswillidentifydiagnostictestingandmanagemen
tplansforpatientstheyfollowonclerkships.
Studentswillmodifydiagnosticstrategiesinresponsetote
stresults.
Studentswilldevelopappropriatepatientmanagementp
lansandindicatehowthesewouldbecarriedout.
Describecommonlyuseddrugs inrelationto
treatmentof
diseasesandconditions
Beabletodescribefactorsthatmayaffectrecommendedt
reatmenti n c l u d i n g druginteraction/complianceandt
hepresenceofco-morbidity.
Discussimportantdeterminantsandriskfactorsforcom
monhealthproblems/disordersinthedomainofthespeci
ficdiscipline.
List the various relevant interventions in the care of
acute and chronic diseases.
84 | P a g e
Practiceandinterpretbasicmicrobiologicaltestsrelevanttodi
agnosisofmajorHealthproblems/disorders
Clerkship1 Hospital Logbook

Clinicalskills Studentwillbeableto: &2 wardandambul DOCs
Take anappropriate historyincludingsocialissues. Hospitalwa atoryclinicatta OSCE
(Properlycollect rdattachme chment Clinica
andreportdatafrompatientsinboththeoutpatientandinp ntandRotati PHCunitvisits lExam(
atientsetting) onsindiffere Bedsideteachin longca
ntdiscipline se)
Performbothacompleteand organsystem- g,
specificphysicalexamination,includingamentalstatus
s Teachinground Writtenex
examinationandidentifyabnormalfindings; Ambulato Seminars am
Applybasic diagnostic and technical procedures, to
ryclinicatt Grandrounds 3600Ev
achment Night aluation
analyze and
interpretfindings,andtodefinethenatureofaproblem; PHCunite Duty1/wks n
Skilllabandsid Portfolios
Performappropriatediagnosticandtherapeuticstrategi
eswiththefocusonlife- elab
savingproceduresandapplyingprinciplesofbesteviden Mentorship
cemedicine;
Exerciseclinicaljudgmenttoestablishdiagnoses&thera
pies,makeappropriateandtimelyreferral;
Recognizeimmediatelife-
threateningconditionsandinstituteappropriateinitialth
erapy;
Practicemanagementofcommonmedicalandpsychiatric
emergencies;
Practicemanagementcommonobstetricandsurgicaleme
rgencies;
Performminorsurgicalandgynecologicalprocedures;
Managepatientsinaneffective,efficientandethicalman
nerincludinghealthpromotionanddiseaseprevention;
Evaluatehealthproblemsandadvisepatientstakinginto
accountphysical,psychological,socialandculturalfact
ors;
Exerciseappropriateutilizationofhumanresources,dia
gnosticinterventions,therapeuticmodalitiesandhealth
carefacilities.
85 | P a g e
Criticalthinkingandre Studentwillbeableto: Interactiv StudentPre
searchPractice- Demonstrateacriticalapproach,constructivesk eLecture sentations
basedimprovement, epticism,creativityandaresearch- s GlobalRatin
orientedattitudeinprofessionalactivities; Casestudy g
Recognizethepowerandlimitationsofthescienti Bedsid Writtenexam
ficthinkingbasedoninformationobtainedfromd eTeachi Oral
ifferentsourcesinestablishingthecausation,trea ng, exam(Vi
tmentandpreventionofdisease; MorningSessio va)
Formulatehypotheses,collect(datafrompatient n Portfolios
sorthecommunity)andcriticallyevaluatedata,f Seminars 3600(Facul
orthesolutionofproblems. Self- tyobservation
Analyzepracticeexperienceandperformpractice- Directedl and feedback)
basedimprovementactivitiesusingasystematicmethod earning PRRE
ology. E-learning
Recognize the roles of complexity uncertainty and Journal club
probabity in decisions in medical practice. Mentorship
Use information technology to deepen ones own
learning on the specific system.
Practice critically reviewing literature on selected
system specific areas including promotion and
health maintenance.
Student will demonstrate a habit of self-reflection,
responsiveness to feedback and an on-going
development of new skills, knowledge and attitude.
Identify strategies to continuously update personal
clinical knowledge and skills.
Students will determine the limits of their expertise
and consult with others residents, attending, etc.
when needed.
Students will systematically appraise and assimilate
scientific evidence through reading of articles
related to patient health.
Student will demonstrate self-motivation and
accountability for own learning and facilitate the
learning of other students and health care
professionals.
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Communicationskills Studentwillbeableto: Clerkship1 Rolemodeling Studentprese
Listen attentively toelicit and synthesizerelevant &2 SGS ntations
informationabout Hospitalwa Hospital OSCE
allproblemsandunderstandingoftheircontent rdattachme wardandambu 3600(Faculty
Applycommunicationskillstofacilitateunderstandin ntandRotati latoryclinicatt observationa
gwithpatientsandtheirfamiliesandtoenablethemtou onsindiffere achment ndfeedback,
ndertakedecisionsasequalpartners; ntdiscipline PHCweeklyVi Peerevaluati
Communicateeffectivelyanddemonstratecaringand s sit on)
respectfulbehaviorswheninteractingwithpatientsan Ambulatory Mentorship Portfolios
dtheirfamilies. clinicattach Self- GlobalRatin
Communicateeffectivelywithcolleagues,faculty/sta ment DirectedandE g
ff,thecommunity,othersectors; PHCunite -Learning
Interactwithotherprofessionalsinvolvedinpatientcar
ethrougheffectiveteamwork;
Writeand orallypresent
relevantinformationobtainedfrom a patient
suspectedofmedicalproblem
Demonstratesensitivity to cultural and personal
factors that
improveinteractionswithpatientsandthecommunity;
Create and maintain good medical records
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Professionalism,e Studentwillbeableto: Clerkship1 Rolemodeling 3600(Faculty
thics,behavioura Recognizetheessentialelements &2 Morningsession observationa
ndattitudes ofthemedicalprofession,includi Hospitalwardattach Teachinground ndfeedback,
ngmoralandethicalprinciplesan mentandRotationsin SGS Peerevaluati
dlegalresponsibilitiesunderlyin differentdiciplins Hospital on)
gtheprofession; Ambulatoryclinic wardandambulatorycl OSCE
Demonstrateprofessionalvalueswh attachment inicattachment Portfolios
ichincludeexcellence,responsibilit PHCunite PHCweeklyVisit GlobalRating
y,compassion,empathy,accountabi Mentorship
lity,honestyandintegrity,andacom
mitmenttoscientificmethods.
Discussethical,professionalandle
galissuesthatariseincareofpatient
swithemphasistothecommonheal
thproblemsanddisorders.
peers,facultyandotherhealthprofess
ionalstofosterapositivelearningcoll
aborationwiththem.
Demonstrateaccountabilitytopatie
nts,societyandprofession,
andacommitmenttoexcellenceando
n-goingprofessionaldevelopment.
Demonstrateself-
regulationandarecognitionofthene
edforcontinuousself-
improvementwithanawarenessofp
ersonallimitationsincludinglimitati
onsofone'smedicalknowledge;
Exhibittheabilitytoeffectivelyplana
ndefficientlymanageone'sowntimea
ndactivitiestocopewithuncertainty,
andtheabilitytoadapttochange.
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Population Studentwillbeableto: Clerkship1 InteractiveLect Studentpre
healthandhealthsys Discussimportantlife- &2 ures sentations
tem style,genetic,demographic,environ Hospitalwardattach SGS Writtenexam
mental,social,economic,psychologi mentandRotationsin WGS PRRE
cal,andculturaldeterminantsofdisea differentdisciplines Ambulatoryclinicatta 3600(Faculty
seatapopulationlevel. Ambulatoryclinic chment observationa
Describeglobalandnationaltrendsin attachment PHCandcommunityw ndfeedback)
morbidityandmortalityofmajormedi PHCunite eeklyvisits Globalrating
cal disorders. E-learning
Discussthefrequencyofoccurrence, Mentorship
distributionanddeterminantsofmedi Self-
caldisordersofpublichealthsignifica DirectedLearning
nceinEthiopia
Outlineactionsforpreventionofmedi
caldisordersandpromotionandmaint
enanceofhealth
Identifyandapplythehealthpromotio
nandpreventionaspectsofcommonh
ealthproblemsofEthiopiainthespeci
fiedfieldofdiscipline.
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Management Studentwillbeableto: E-learning
ofinformation Practicesearchingandinterpretinghealthandbio Self-DirectedLearning
medicalinformationrelevanttounderstandingco Hospital
mmonhealthproblemsandillnesses. wardandambulatoryclinicattachment
Retrieveandusepatientspecificinformationbymai PHCweeklyVisits
ntainingconfidentiality. Mentorship
Beabletouseinformationandcommunicationtechn
ologytoassistinlearning.
4. SOCIAL AND POPULATION HEALTH MODUELS
Description
Social and population health, hereafter referred to as SPH, is a composite of integrated modules,
community placement and primary health care units attachment designed to equip medical
students with knowledge, skills and attitude required to apply principles and methods of public
health to prevent disease and promote health of individuals, families and communities in
collaboration with the community and other sectors.
Design
SPH is delivered longitudinally throughout the years of training and organized into four
components. The first one is SPH modules, which comprise classroom and community learning
experiences. The modules are organized thematically: Determinants of Health (SPH-I),
Measurement of Health and Disease (SPH-II), Health Promotion and Disease Prevention (SPH-
III), Health Policy and Management (SPH-IV), and Research Methodology (SPH-V). The second
component is a block Community-Based Training Program (CBTP), which occurs at the end of
the pre-clerkship modules in year two. The third component is a Team Training Program (TTP),
which is a service-learning, during Internship where the interns are deployed in primary health
care units with other healthcare cadres for clinical as well as community health work. The fourth
component, student research project, will be part of the Internship program. Relevance to
medical practice is given due emphasis all along.
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LISTOFSPHMODULESANDATTACHMENTS
Year Module Title Durationin weeks

Code
Year 1 : SPH-401/1 SPHI:DeterminantsofHealth 24wks
SPH-401/2 SPHII:MeasurementofHealthandDisease 15 wks
Year 2: SPH-402/1 SPHII:MeasurementofHealthandDisease 9wks
SPH-402/2 SPHIII:HealthPromotionandDiseasePrevention 22wks
SPH-402/3 Community-BasedTrainingProgram(CBTP) 03wks
RuralCommunityattachment
Year 3 : SPH-503/9 SPH-IVHealthPolicyandManagement 24 wks
Year 4 : SPH-504/9 SPH-VResearchMethodology 19 wks
Internship IN-601/5 TeamTrainingProgram(PrimaryHealthCareU 4wks
nitAttachment)
SPH-RS601/6 StudentResearchProject(Thesis) 2wks
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Competencies for SPH Specific Core SPH Modules Teaching Assessment
Medical Doctors Competencies and &Learning
attachments methods
Scientificfoundationofm Studentwillbeableto: SPH- I Interactivelecture Writtenexam
edicine ,II,III,I Seminars Oralexam(Vi
Describetheprinciples,scopeanduses VandV Studentresearchpro va)
Health ject Studentpresent
ofpublichealthsciencesandmethodsi
ce PHCwklyVisite ation
nmedicine. Portfolios
ntre/communit Self-
Analyzeimportantdeterminantsandri yvisit 3600(Facultyobs
Directedlearni
skfactorsofhealthandillnessesandofi CBTPTTP ng
ervationandfeed
nteractionbetweenmanandhisphysic back
E-learning PRRE
alandsocialenvironment;
Journalclub
Describethe
Mentorship
epidemiologyofacuteillnessesandchr
onicdiseasesofpublichealthsignifica
nceinEthiopia;
Clinical Skills Studentwillbeableto: SPH- I Rolemodelling Oralexam(Vi

,II,III,IVandV SGS va)
Evaluatehealthproblems,counseland Health Logbook
HGS
Portfolios
educatepatientsandfamiliestakingint Centre/Commu Mentorship GlobalRating
oaccountphysical,psychological,soci nityvisit Self- 3600(Facultyobs
alandculturalfactors. CBTP,TTP DirectedandE- ervationand
Incorporatehealthpromotionanddise Learning feed
asepreventionactivitiesinclinicalman PHCwklyVisit back,
agementofpatients Peerev
aluation)
Exerciseappropriateutilizationofhum
PRRE
anresources,diagnosticinterventions,
therapeuticmodalitiesandhealthcaref
acilities.
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Practice- Studentwillbeableto: SPH- Rolemodeling Oralexam(Vi
basedimprovement,critic I,II,III,IVandV PHCweeklyVisit va)
althinkingandresearch Identify,formulateandsolvecommuni Logbook
Seminars
HealthCentre Portfolios
tyhealthproblemsusingscientificthin
/communityv Studentresearchpr
kingandbasedonobtainedandcorrelat isit,,CBTP,T oject GlobalRating
edinformationfromdifferentsources; Mentorship
TP 3600(Facultyo
Formulatehypotheses,collectandcriti Self-Directed bservationandfee
callyevaluatedata,forthesolutionofpu E- Learning dback, Peer
blichealthproblems. evaluation )
Analyzecommunitypracticeexperienc PRRE
eandperformpractice-based
improvement activities using a
systematic methodology.
Use information technology to
manage information, access online
medical information, and support
ones own education.
Demonstrate a habit of self-reflection,
responsiveness to feedback and an
on-going development of new skills,
knowledge and attitude.
Design and conduct operational
health research
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Communications Studentwillbeableto: SPH-I,II,III,IVandV Rolemodeling GlobalRating
kills Demonstratebasicskillsandpositi PHCweeklyVisit Portfolios
veattitudestowardsteachingothers HealthCentre/com Seminars 3600(Faculty
; munityvisit,,CBT Student observationan
Communicateeffectively with P,TTP researchp dfeedback,Pee
individuals,families,communities roject revaluation)
,colleagues,faculty,scientificaudi Internship:Studentr Journalclub PRRE
enceandothers; esearchproject SGS
Demonstrateculturalcompetencyr Mentorship
equiredtointeractwithdiverseindi Self-Directed
vidualsandcommunities E-Learning
Interactwithotherprofessionalsin
volvedinhealthcarethrougheffecti
veteamwork
Communicateeffectivelybothorall
yandinwriting;
Synthesizeandpresentinformation
appropriatetotheneedsoftheaudie
nce,anddiscussachievableandacc
eptableplansofactionthataddressi
ssuesofprioritytotheindividualan
dcommunity.
94 | P a g e
Professionalism, Studentswillbeableto: HealthCe Rolemodeling GlobalRatin
ethics, ntre/com SGS g
behaviou Demonstrateprofessionalvaluesandbehaviorininteracti munityvi PHCweeklyV 3600(Facult
rand attitudes onwithindividuals,familiesandcommunitiesconsistent sit,,CBT isit yobservation
withthefutureroleofaphysician P,TTP Seminars andfeedback
Demonstratekeypublichealthvalues,attitudesandbehav Studentresea ,Peerevaluati
iorssuchascommitmenttoequityandsocialjustice,recog rchproject on)
nitionoftheimportanceofthehealthofthecommunityasw Journalclub PRRE
ellastheindividual,andrespectfordiversity,self- Internship: Mentorship Portfolios
determination,empowerment,andcommunityparticipat Studentrese Self-Directed
ion archproject E-Learning
Showrespectforcolleaguesandotherhealthcareprofessi
onalsandtheability to
fosterapositivecollaborativerelationshipwiththem
Beabletoapplytheprinciplesofmoralreasoninganddecis
ion-
makingtoconflictswithinandbetweenethical,legalandp
rofessionalissuesincludingthoseraisedbyeconomiccon
straints,commercializationofhealthcare,andscientifica
dvancesininteractionswithcommunities;
95 | P a g e
Population Studentswillbeableto: SPH- Seminars Writtenexam
healthand health I,II,III,IVan Studentresear Oralexa
system Analyzeimportantlife- dV chproject m(Viva
style,genetic,demographic,environmental,social,econ HealthCe PHCweeklyVi )
omic,psychological,andculturaldeterminantsofhealtha ntre/com sit Studentpr
ndillnessofapopulationasawhole; munityvi Self- esentation
Recognizetheirroleandbeabletotakeappropriateactioni sit,,CBT Directedl Portfolios
ndisease,injuryandaccidentpreventionandprotecting, P,TTP earning 3600(Facul
maintainingandpromotingthehealthofindividuals,fami E-learning tyobservati
liesandcommunity; Journalclub onandfeedb
Mentorship ack
Describeglobalandnationaltrendsinmorbidityandmort
PRRE
alityofdiseasesofpublichealthsignificance,theimpactof
migration,trade,andenvironmentalfactorsonhealthandt
heroleofinternationalhealthorganizations;
Measurediseaseandotherhealthconditionsinthecommu
nityforpublichealthaction
Identify major causes of mortality, morbidity and
disability in a community
Design, implement and evaluate disease prevention
and health promotion activities in collaboration with
communities.
Accept the roles and responsibilities of other health
and health related personnel, including working in an
interdisciplinary team environment, providing health
care to individuals, populations and communities;
giving priority to the major public health problems in
Ethiopia and the health needs of the underserved
population, mothers and children.
Recognize the need for collective responsibility for
health promoting and disease prevention
interventions which requires partnerships with the
population served, and a multidisciplinary approach
including the health care professions as well as inter-
sectorial collaboration;
Describe the basics of the health systems including
policies, organization, financing, cost-containment
measures of rising health care costs, and principles of
effective management of health care delivery;
Manage and lead health services and organization
particularly at primary health care units;
Reduce inequity in access to health services;
Use national, regional and local surveillance data as
well as demography and epidemiology in health
decisions and management of epidemics
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Managementinformation o Studentswillbeableto: SPH-ItoV Rolemodeling Portfolios
f Health C PHC weekly Visit GlobalRating
/Community e Seminars 3600(Facultyob
Search,collect,organizeand
interprethealthandhealth- CBTP,TTP nStudent researchproject servationand
Journalclub feedbac k,Peere
relatedinformationfromdiff t
SGS valuation
erentdatabasesandsources r Mentorship Log book
Abletouseinformationandc e Self-Directed PRRE
ommunicationtechnologyto vE- Learning
assistinhealthpromotionand i
diseasepreventionmeasures s
forindividuals,familiesandc i
ommunities t
,
4. INTERNSHIP
Internship is intended to prepare and enable the graduate to function independently in a

supervised setting. It will provide opportunities for the students to further develop the different
competencies attained in the four years education. Internship spans for 44 weeks .The intern is
expected to consult and refer patient when needed.
CLINICAL:
It included: Internal Medicine 9 weeks, psychiatry 2 weeks, General Surgery 9 weeks,

Orthopedics 2 weeks, Pediatrics 8 weeks, Obstetrics & Genecology 8 weeks, Primary Health ca
unite attachment 4 weeks.
PROFESSIONAL COMPETENCY DEVELOPMENT (PCD):
97 | P a g e
PCD will continue during Internship will be offered WGS, SGS, Seminars, this includes: Quality
Improvement, Infection prevention, Teaching methodology introduction, Leadership and hospital
management and other selected areas of relevance.
SOCIAL AND POPULATION HEALTH (SPH)
The interns will be attached to primary health care unites for 4 weeks. Additional 2 weeks for
exclusive Research thesis work has been allotted. This attachment helps the Interns to further
consolidate and apply the various Biomedical and Clinical sciences, Professional Competency
Development (PCD) and Social and Population Health leanings (SPH) and practice in the
primary health care setting more independently.
LISTOFATTACHMENTS
Year Code Title Duration
Internship IN-601/1 1. InternalMedicine 9weeks
IN-601/2 2. Psychiatry 2weeks
IN-601/3 3. GeneralSurgery 9weeks
IN-601/4 4. Orthopedics 2wks
IN-601/5 5. Pediatrics 8weeks
IN-601/6 6. Obstetrics&gynecology 8weeks
IN-601/7 7. Primarycarehealthuniteattachment 4weeks
SPH-RS 601/8 8. Research(Thesis) 2weeks
PREQUISITE:
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The student has completed the Year 1-4 enter Internship.
OBJECTIVE, TEACHING, ASSESSMENT METHODOLOGIES AND RESOURCES:
Details shown in their specific areas of placement in the curriculum
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YEAR ONE MODULES
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INTRODUCTION TO MEDICINE MODULE -1
MODULE TITLE: INTRODUCTION TO MEDICNE
MODULE CODE: BM-IM 401/1
DURATION: 16Weeks
PLACEMENT IN THE CURRICULUM: Year I
PREREQUISITE: None
COURSE DESCRIPTION AND DESIGN:
BIOMEDICAL SCIENSES
The primary aim of the introductory block is to offer students the general overview of
biomedical sciences prior to the integrated system based blocks of the program. The students will
study the general structure, function, biological mechanisms governing homeostasis, the genetic,
biochemical, physiologic, and pathologic mechanisms underlying disease states, classification of
microorganisms, host defense and immunology , mechanisms of drug action, pharmacokinetics,
pharmaco-dynamics and therapeutics.
1. Anatomy (Gross, Histology, Embryology)
2. Physiology
3. Biochemistry
4. Pathology
5. Microbiology and Parasitology
6. Genetics
7. Immunology
8. Pharmacology
PROFESSIONAL COMPETENCY DEVELOPMENT (PCD):
1. Introduction to the new Learning methods
2. History of Medicine
3. Traditional medicine in Ethiopia,
4. Essentials of ICT in Medicine
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5. Ethics and professionalism,
6. Clinical skills and Communication skills,
7. Evidence based medicine,
8. First Aid,
9. Techniques of PBL
THE SOCIAL AND POPULATION HEALTH (SPH I)
MODULE INTRODUCTION TO MEDICINE
PROGRAMME TITLE: DOCTRO OF MEDICINE (MD)
MODULE TITLE: INTRODUCTION TO THE NEW LEARINIG METHODS COURCE

CODE:IM-401 PCD /1
DURATION: 6 HRs
PLACEMENT IN CURRICULUM: Yea 1
PREREQIUSITE: None
This course is intended to introduce the students with the curriculum model, component, the
different teaching and Learning and assessment methodologies.
During Introduction to medicine module the student will be oriented on the principles and model
of the curriculum. And also the basic understanding and application of the self-directed /student
centered learning in the different sessions of learning and teaching will be addressed.
PROGRAMME TITLE: DOCTRO OF MEDICINE (MD)
MODULE TITLE: HISTORY OF MEDICINE WORLD AND ETHIOPIA COURCE CODE: IM-
401 PCD /2
DURATION: 6 HRs
PLACEMENT IN CURRICULUM: Yea 1
PREREQIUSITE: None
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This session intended give the student medical overview of the history of medicine with the
existing limited study of the history of medicine reinforce the professional values, the scientific
understanding and the social commitment of the future new graduate. This short course is given
in first year at the beginning of the medical curriculum for a total of six hours. The course will
deal with history of medicine globally and history of medicine in Africa and in Asia. This will
relate to historic attitudes and the values of the doctor to those which were developed in the
Hippocratic School, the Renaissance which brought new discipline to the practice of medicine
and introduced new studies, advance of public health during the nineteenth century and the major
advances which enable medicine of the 21st century to be practiced and major communicable
disease and how its control and treatment.
This course is intended to inform and create understanding the medical student on traditional
Medicine in Ethiopia, the overview of the practice in Ethiopia, the advantages and
limitations,harmful traditional practices.
PROGRAMME TITLE: DOCTOR OF MEDICINE (MD)
MODULE TITLE: Traditional Medicine MODULE CODE: IM-401PCD /3 DURATION: 3hrs
PLACMENT IN THE CURRICULUM: Year 1 PREREQUISIT: None
COURSE DESCRIPTION AND COURSE DESIGN:
This course is intended to inform and create understanding on traditional Medicine and the
overview of the practice in Ethiopia, the advantages and limitations, harmful traditional
practices.
MODULE TITLE: ESSENTIAL ICT AND ICT KILLS MODULE CODE:IM-401PCD /4
DURATION: 40 HRs + (TIME ALLOTTED IN PDC AND SPH Y2-4) PLACMENT IN THE
CURRICULUM :Year 1-4
PREREQUISIT: None
This course covers basics concepts and skills training in IT through to more advanced skills like
using Windows, working with files and applications, and how to operate email and the internet.
To prepare the student for e- leaning, self directed learning and use of IT for the learning process
and future The course presents the use and applications of ICT, hardware and software
components of a computer, and how it is used for handling various types of documents,
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spreadsheet, database, presentation, and how its implemented for communicating and surfing
the Internet. In Years 2-4 special IT skills relate to specific areas SPH such as SPSS, STATA etc
, Clinical and PCD such as health records EMR related will be offered .The course also provides
clear connections on how all these functions are mapped to the health sector.
MODULE TITLE: EVIDENCE BASED MEDICINE MODULE CODE:IM-401PCD /5
DURATION: 4hrs
PLACMENT IN THE CURRICULUM: Year 1 PREREQUISIT: None
This session deals with Evidence-based medicine (EBM) or evidence-based practice (EBP) EBM
aims to orient the student on applying the best available evidence from the scientific medicine to
clinical decision making. It equips the student to assess the strength of evidence of the risks and
benefits of treatments (including lack of treatment) and diagnostic tests.
During Introduction to medicine module the student will be taught on the basics of EMB and in
the following years EBM will be learning through the SBM, the clerkships along with patient
care and Social and population health.
MODULE INTRODUCTIOM TO MEDICNE
COURCE TITLE: MEDICAL ETHICS & LAW COURCE CODE: IM-401PCD /6
DURATION: 64hrs
PLACMENT IN THE CURRICULUM: YEAR 1
REREQUISITE: None
COURSES DESCRIPTION:
Ethics is one component of the PCD arm of the curriculum addressing both the foundations of
ethics and specific areas in ethics. The course includes Basic ethical concepts and ethics in
clinical settings namely: basic issues of medical ethics, codes of conduct, malpractice and
negligence, confidentiality, irrational drug use, ethics of trust and right, the issues related to the
beginning and end of life and emerging issues including research and human experimentation,
organ transplantation, genetics and AIDS. It aims at equipping the student with an overall
understanding of Medical Ethics and law, the rights and duties of the medical profession and the
104 | P a g e
rights of the patient and finally the legal provisions relating to the practice of medicine and of
health professionals ingeneral. Ethics will encourage the development of knowledge of duties of
the graduate in promoting the health and medical welfare of the people they serve in ways which
fairly and justly respect their dignity, autonomy and rights. These ethical issues are incorporated
in all the curriculum years of the medical student.
COURSE DESIGN:
It is designed to be offered throughout the medical curriculum basics of Medical Ethics and Law
will be offered for 16 hours in the first 16 weeks of the Introduction to medicine module. Then in
the system based modules and the clerkship years will be integrated be offered in relation to the
specific module or discipline.
Year 1 and 2 System based module a total of 16 hrs integrated with every module. Year 3 4 hrs
in each of the Internal Medicine, Surgery, OBGY, Pediatrics and Psychiatry attachments for a
total of 20 hrs and Year 4 3hrs in each of the following attachments Internal Medicine, Surgery,
OBGY, Pediatrics for a total of 12hrs .
MODULE INTRODUCTIOM TO MEDICNE
MODULE TITLE: CLINICAL SKILLS AND PROFESSIONALISM
MODULE CODE: IM-401PCD /3
DURATION: 68hrs year 1-2
PLACEMENT IN CURRICULUM: Yea 1- 4
PREREQIUSITE: Knowledge of fundamentals of Biomedical Sciences in their respective areas.
COURSE DESCRIPTION:
Is to enable the students to apply their basic science concepts and critical thinking skills in
clinical practice. To prepare students for the real patient contact the will encounter in their
community practice, clinical clerkships internship and future practice. This will enable the
student to acquire skill to collect data by interview physical examination and laboratory or
radiological tests to make ethical and logical clinical decision making in the management of
patients and to communicate effectively with patients and families and arrive at a satisfactory
plan. The acquisition of professional skills enables the student to acquire, synthesize, interpret
and record clinical information. The fundamentals of these skills are to enable the student to
communicate effectively with patients while recognizing their clinical problems in the context of
behavioral and psychological needs.
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The five major skills areas: Physician Patient communication skill, History taking, Hypothesis
generation, Clinical decision making including ethical decisions, Inter- professional
communication.
COURSE DESIGN:
The Clinical Skills Course is designed to develop and refine the clinical interview, physical
examination and documentation skills of medical students. Students will be trained in the habits
of proper communication, physical examination, critical analysis and documentation skills all of
which are fundamental to the sound practice of medicine.
The students will have three type of learning opportunities:
Clinical skills Lab- Clinical skills focused on instruction and practice in patient/doctor
communication, history taking and physical examination. It will be offered in Year 1
Introduction to Medicine module. 2 hours per week for 32 contact hours in 16 weeks and for 3
hrs in every System Based modules for a total of 36 hrs in skill lab and in clerkship integrated
with the specific attachment.
Hospital: Students will observe and practice in outpatient department of the teaching hospital
1hour per week. Health care setting/community- Each week Friday mornings students will have
opportunity to observe and practice clinical skills.
In Clerkship Years clinical skills will be integrated with the specific discipline attachment
INTEGRATED SYSTEM BASED MODULE -1
MODULE TITLE: HEMATOLOGY
MODULE CODE: ISBM-HLS 401/1
DURATION: 4 WEEKS
PREREQUISITE: Successful completion of INTRODUCTION TO MEDICINE MODULE
BIOMEDICAL SCIENSES
This module is offered in Year 1 of the curriculum with basic goal of providing the students with
profound knowledge of the biomedical sciences and with early clinical exposure the
development of clinical skills relevant to the Hematology. Simultaneously students will learn to
develop appropriate professional attitudes and ethical behavior through early clinical contact and
community exposure. The module is designed by integrating normal and abnormal structure and
function of the Hematology. Building on in-depth understanding of the system as a foundation,
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this module aims to provide the analytical and cognitive skills necessary for a successful
transition from basic Hematology structure, function, pathology, causative agents and
pharmacology common drugs used, to the care of patients with Hematology disease.
PROFESSIONAL COMPETENCY DEVELOPMENT
The Professional competency development component this module will run integrated with the
system based modules to support the student in acquiring a practical understanding of approach
to patients with known or suspected Hematology and Lymphatic disease and develop the basic
skill of examining the system.
SOCIAL AND POPULATION HEALTH
The Social and Population Health (SPH) arm of the curriculum which horizontally integrates the
social and population health sciences will be linked to correlate with this system based module
through the health institutions and community attachments.
MODULE TITLE: CARDIOVASCULAR SYSTEM AND LYMPHATIC SYSTEM
MODULE CODE: ISBM-CVS 401/2
DURATION: 7 WEEKS
BIOMEDICAL SCIENSES
This module is given during the first year of the curriculum with the basic goal of providing the
students with profound knowledge of the biomedical sciences and early clinical exposure with
for development of clinical skills relevant to the cardiovascularand lymphatic system. Together
these students will learn to develop appropriate professional attitudes and ethical behavior
through early clinical contact and community exposure. It is designed by integrating normal and
abnormal structure and function of the cardiovascularand lymphatic system. Building on in-depth
understanding of the cardiovascular system as a foundation, this module aims to provide the
analytical and cognitive skills necessary for a successful transition from basic cardiovascular
structure, function and pathology to the care of patients with Cardiovascularand Lymphatic
system disease.
107 | P a g e
The Professional competency development component of this module will run integrated with
the system based modules to support the student acquiring a practical understanding of approach
to patients with known or suspected cardiac disease and develop the basic skill of examining the
cardio vascular and Lymphatic system.
social and population health sciences will be linked to correlate with the system based module
through the health institutions and community attachment.
MODULE TITLE: RESPIRATORY SYSTEM MODULE CODE: ISBM-RS 401/3
DURATION: 5 WEEKS
BIOMEDICAL SCIENSES
The module is offered during the first year of the curriculum with the basic goal of providing the
students with profound knowledge of the biomedical sciences and with early clinical exposure
development of clinical skills relevant to the Respiratory system. Simultaneously students will
learn to develop appropriate professional attitudes and ethical behavior through early clinical
contact and community exposure.
It is designed by integrating the normal and abnormal structure and function: Anatomy (the gross
and microscopic, developmental and radiological anatomy of the system); Physiology,
Biochemistry, pathology, common infectious conditions (Microbiology & Parasitology,
Immunology) and Pharmacology of commonly used drugs with some clinical components.
Building on in-depth understanding of the system as a foundation, this module aims to provide
the analytical and cognitive skills necessary for a successful transition from basic system
structure, function and pathology to the care of patients with Respiratory disease.
the system based modules to support the student in acquiring a practical understanding of
approach to patients with known or suspected Respiratory disease and develop the basic skill of
examining the system.
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MODULE TITLE: GASTROINTESTINAL system
MODULE CODE: ISBM-GIS 401/4
DURATION: 7 WEEKS
BIOMEDICAL SCIENSES
The module is given during the first year of the curriculum with the basic goal of providing the
development of clinical skills relevant to the gastrointestinal system. Simultaneously students
will learn to develop appropriate professional attitudes and ethical behavior through early clinical
contact and community exposure.
structure, function and pathology to the care of patients with gastrointestinal disease.
the system based modules to support the student acquiring a practical understanding of approach
to patients with known or suspected gastrointestinal disease and develop the basic skill of
examining the system and clinical methods of nutritional assessment.
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SOCIAL AND POPULATION HEALTH MODULE - 1
MODULE TITLE: SPHI DETERMINANTS OF HEALTH
MODULE CODE: SPH I -401/1
DURATION: 16 weeks
PREREQUISITE: None
This first SPH module is designed to equip medical students with the knowledge, skills and
attitude needed to analyze determinants of population health with full participation of the
community.
The SPH-I module is offered in parallel with integrated biomedical and professional competency
development modules during the first pre-clerkship year. Classroom sessions are weaved with
community and PHCU-based experiences to reinforce understanding, apply knowledge, and
develop practical competencies.
SOCIAL AND POPULATION HEALTH MODULE -2
MODULE TITLE: SPH II MEASUREMENT OF HEALTH AND DISEASE
MODULE CODE: SPH-401/2
DURATION: 22 weeks
PREREQUISITE: SPH 401/1
The second SPH module is designed equip medical students with the knowledge, skills and
attitude needed to measure disease and other health conditions in the community for public
health action. It is offered in parallel with integrated biomedical and professional competency
development modules in pre- clerkship year I and II. The SPH-II module is offered in parallel
with integrated biomedical and professional competency development modules during the first
and second pre-clerkship years. Classroom sessions are weaved with community and PHCU-
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based experiences to reinforce understanding, apply knowledge, and develop practical
competencies.
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YEAR TWO MODULES
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MODULE TITLE: ENDOCRINOLOGY SYSTEM
MODULE CODE: ISBM-ES 402/6
DURATION: 4 WEEKS
BIOMEDICAL SCIENSES
The module is given during the second year of the curriculum with the basic goal of providing
the students with profound knowledge of the biomedical sciences and with early clinical
exposure development of clinical skills relevant to the Endocrine systems. Simultaneously
students will learn to develop appropriate professional attitudes and ethical behavior through
early clinical contact and community exposure.
Biochemistry, pathology, common infectious conditions (Microbiology, Immunology) and
Pharmacology of commonly used drugs with some clinical components. Building on in-depth
understanding of the system as a foundation, this module aim to provide the analytical and
cognitive skills necessary for a successful transition from basic system structure, function and
pathology to the care of patients with Endocrine disease.
approach to patients with known or suspected Endocrine disease and develop the basic skill of
examining the system.
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MODULE TITLE: KIDNEYS AND URINARY SYSTEM
MODULE CODE: ISBM-KU 402/7
DURATION: 5 WEEKS
MODULE DESCRIPTION AND DESIGN:
BIOMEDICAL SCIENSES
The module is offered during the second year of the curriculum with the basic goal of providing
exposure development of clinical skills relevant to the Kidneys and Urinary systems.
Simultaneously students will learn to develop appropriate professional attitudes and ethical
behavior through early clinical contact and community exposure.
structure, function and pathology to the care of patients with Kidneys and Urinary disease.
approach to patients with known or suspected Kidneys and Urinary disease and develop the
basic skill of examining the system.
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MODULE TITLE: REPRODUCTIVE SYSTEM MODULE CODE: ISBM- RS 402/8
DURATION: 5 WEEKS
BIOMEDICAL SCIENSES
exposure development of clinical skills relevant to the Reproductive system. Simultaneously
students will learn to develop appropriate professional attitudes and ethical behavior through
early clinical contact and community exposure.
and microscopic, developmental and radiological anatomy) of the male and female reproductive
system; Physiology, Biochemistry, pathology, common infectious conditions and Pharmacology
of commonly used drugs with some clinical components. Building on in-depth understanding of
the system as a foundation, this module aim to provide the analytical cognitive skills necessary
for a successful transition from basic system structure, function and pathology to the care of
patients with Reproductive diseases and health problems.
approach to patients with known or suspected reproductive disease and health problems and
develop the basic skill of examining the system.
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MODULE TITLE: MUSCULOSKELETAL AND INTEGUMENTERY SYSTEM MODULE
CODE: ISBM-MS 402/9
DURATION: 5 WEEKS
BIOMEDICAL SCIENSES
The module is offered in the second year of the curriculum with the basic goal of providing the
development of clinical skills relevant to the Musculoskeletal and Integumentary system.
Simultaneously students will learn to develop appropriate professional attitudes and ethical
and microscopic, developmental and radiological anatomy) of the system; Physiology,
Biochemistry, pathology, common infectious conditions (Microbiology & Immunology) and
understanding of the system as a foundation, this module aims to provide the analytical and
pathology to the care of patients with Musculoskeletal and Integumentary disease and health
problems.
approach to patients with Musculoskeletal and Integumentary disease and health problems
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MODULE TITLE: THE NERVOUS SYSTEM MODULE CODE: ISBM-NS 402/10
DURATION: 7 WEEKS
BIOMEDICAL SCIENSES
exposure development of clinical skills relevant to the central and peripheral nervous system.
Simultaneously students will learn to develop appropriate professional attitudes a ethical
and microscopic, developmental and radiological anatomy) of the Nervous system; Physiology,
Biochemistry, pathology, common infectious conditions (Microbiology & Parasitology) and
understanding of the system as a foundation, this module aims provide the analytical and
pathology to the care of patients with central and peripheral nervous system disease and health
problems.
The Professional competency development (PCD) component of this module will run integrated
with the system based modules to support the student in acquiring a practical understanding of
approach to patients with known or suspected central and peripheral nervous system disease and
INFECTIOUS DISEASES AND RURAL MEDICINE MODULE -10
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MODULE TITLE: INFECTIOUS DISEASES AND RURAL MEDICINE MODULE CODE:
ISBM-ID 402/11
DURATION: 5 WEEKS (4wks/1wk)
BIOMEDICAL SCIENSES
The Infectious disease and rural health module will be offered at the end Year 2 before students
are out for the exclusive 3 weeks community based education. The objective of the module is to
allow student to have a consolidated knowledge and understanding about infectious agent and
diseases focusing on the common infectious diseases of Ethiopia. It is designed by integrating
the etiology, risk factor, pathogenesis, clinical presentation, prevention and management
(pharmacological treatment) of the common infectious diseases of public health importance in
Ethiopia such as Malaria, HIV/AIDS, Tuberculosis, Sexually Transmitted Illnesses, Diarrheal
disease ,Helminthic Diseases and other bacterial, Spirochete, Parasitic viral, fungal disease will
be covered.
Through the integrated Professional competency development (PCD) arm of the curriculum
student will learn, Patent counseling principles, Ethical issues (confidentiality) and Team &
Leadership.
And the weekly community and primary health care attachment of Social and population health
(SPH) will focus on the important infectious diseases of public health importance in Ethiopia.
RURAL HEALTH
Rural health component of this module will be offered for 1 week after the completion of
Infectious diseases before students are deployed to the rural community attachment. It is
prepared with the objective to enable the students to study the particular health risks of farmers,
the pastoralist and other communities of rural Ethiopia where about 85% of the population of
live. The module is integrates the biomedical sciences around specific themes relevant to rural
health: Anatomy, physiology, biochemistry, pathology, Microbiology & parasitology,
pharmacology& toxicology will be integrated with in the case of the specific theme: (a)
Injury and incapacity, (b) Food and the methods ofproduction; and hunger. (c) Zoonosis,
snake bite and poisoning. (d)Access and services and case studies will be used for learning.
Students will work in small groups and have time to live in or near a rural community in order to
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study the lives and activities of the farmer and his family. The student will learn to analyze in
any farming community what has to be done to ensure that optimal health is enjoyed by these
communities and understand health is fundamental for sustainability of agricultural productivity
and the success of all development al activities in the communities.
MODULE TITLE: SPH III HEALTH PROMOTION AND DISEASE PREVENTION
MODULE CODE: SPH-402/1
DURATION: 19 weeks
MODULE PREREQUISITE: SPH-I and SPH-II
The third SPH module is to equip medical students with the knowledge, skills and attitude
needed to promote health and prevent disease in individuals, families and population. It is
offered in parallel with integrated biomedical and professional competency development
modules in pre-clerkship year 2.
The SPH-III module is offered in parallel with integrated biomedical and professional
competency development modules during the second pre-clerkship year. Classroom sessions are
weaved with community and PHCU- based experiences to reinforce understanding, apply
knowledge, and develop practical competencies.
SOCIAL AND POPULATION HEALTH MODULE
MODULE TITLE: COMMUNITY-BASED TRAINING PROGRAM (CBTP) MODULE CODE:

SPH-402/2
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DURATION: 3 WEEKS
PREREQUISITE: SPH-I TO III
This CBTP attachment is intended to enable medical students to apply the knowledge, skills and
attitude they have acquired in SPH-I to III in the framework of health promotion, disease
prevention and control at community level.
The CBTP attachment is an entirely practical community-based training offered at the end of the
second pre-clerkship year. It is offered as block attachment.
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YEAR THREE MODULE
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CLERKSHIP MODULE -1
MODULE TITLE: INTERNAL MEDICINE I MODULE CODE: CL-IM 503/1
DURATION: 8WEEKS
PREREQUISITE: Successful completion of Year 1 and Year 2 modules
Clerkship in Internal Medicine is intended to build upon the students knowledge, skill and
attitude required to the diagnosis and management of diverse internal Medicine diseases and
clinical problems and the acquisition of clinical skills with emphasis given to common health
problems of Ethiopia. To give emphasis to skill development this clerkship courses will be
delivered integrated and supported with longitudinal course of Professional competency
development (PCD), Primary care attachment relevant to Internal Medicine and Social and
population health (SPH)
CLERKSHIP MODULE -2
MODULE TITLE: SURGERY I
MODULE CODE: CL-IM 503/2
DURATION: 8 WEEKS
Surgical attachment during Clerkship is intended to build upon the students knowledge, skill
and attitude required in the diagnosis and management of diverse surgical diseases and clinical
problems and the acquisition of clinical skills with emphasis given to common life saving
procedures and interventions. To give emphasis to skill development this clerkship courses will
be delivered integrated and supported with longitudinal course of Professional competency
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development (PCD), Primary care attachment relevant to surgery and Social and population
health (SPH)
CLERKSHIP MODULE -3
MODULE TITLE: PEDIATRICS AND CHILD HEALTH I
MODULE CODE: CL-PED 503/3
DURATION: 8 WEEKS
Pediatrics and Child health is intended to build upon the students knowledge, skill and attitude
required to the diagnosis and management of diverse Infancy and Child hood and Adolescence
and clinical problems and the acquisition of clinical skills with emphasis given to common
Pediatrics and Adolescent health problems of Ethiopia. This will give the student focused
experience of in which they will learn about common and important principles of and emergent
problems in Hospital, ambulatory and community settings. To give emphasis to skill
development this clerkship courses will be delivered integrated and supported with longitudinal
course of Professional competency development (PCD), Primary care attachment relevant to
Pediatrics and Child health and Social and population health (SPH)
CLERKSHIP MODULE -4
MODULE TITLE: OBSTETRICS AND GYNECOLOGY MODULE CODE: CL-IM 503/4
DURATION: 8 WEEKS
Obstetrics and Gynecology attachment during Clerkship is intended to build upon the students
knowledge, skill and attitude basic to the clinical and public health practice of the science of
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Obstetrical and gynecologywith emphasis given to common lifesaving procedures and
interventions. To give emphasis to skill
CLERKSHIP I MODULE -5
MODULE TITLE: PSYCHIATRY
MODULE CODE: CL-PSY503/5
DURATION: 5 WEEKS
Psychiatry attachment during Clerkship provides knowledge about the theories, principles and
practices of modern clinical psychiatry of all age groups in clinical and community settings. To
give emphasis to skill development this clerkship will be delivered integrated and supported with
longitudinal course of Professional competency development (PCD), Primary care attachment
relevant to psychiatry and Social and population health (SPH).
MODULE TITLE: DENTISTRY AND ORAL HEALTH
MODULE CODE: CL-DT 503/6
DURATION: 2 WEEKS
Dentistry and Oral Health attachment during Clerkship is intended to build upon the students
knowledge, skill and attitude required in the diagnosis and management of diverse dental and
oral diseases, including performing minor procedures. To enhance skill development, this
clerkship courses will be delivered integrated and supported with longitudinal course of
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Professional competency development (PCD), Primary care attachment relevant to Dentistry and
Oral Health and Social and population health (SPH).
MODULE TITLE: ORTHOPAEDICS
MODULE CODE: CL-OR 503/7
DURATION: 2 WEEKS
Orthopedics attachment during Clerkship is intended to build upon the students knowledge, skill
and attitude required in the diagnosis and management of diverse Orthopedics diseases and
clinical problems and the acquisition of clinical skills with emphasis given to common life
saving procedures and interventions. To give emphasis to skill development this clerkship
courses will be delivered integrated and supported with longitudinal course of Professional
competency development (PCD), Primary care attachment relevant to Orthopedics and Social
population health (SPH).
MODULE TITLE: CLINCAL RADIOLOGY MODULE CODE: CL- RD 503/8
DURATION: 1 WEEK
The Objective of this short module is to consolidate the different learning experiences in
Radiology and Imaging gained in year 1and 2 as Radio anatomy and in the PCD courses as
Introduction to Imaging. Further more in the clerkship year 3 learn systematic basic radiology
reading and interpretation in relation to specifies diseases entities common in Ethiopia.
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MODULE TITLE: SPH IV HEALTH SYSTEMS
MODULE CODE: SPH-IV 503/9
DURATION: 20 weeks
The fourth SPH health systems module is designed to equip medical students with the
knowledge, skills and attitude needed to be an effective member or leader of the healthcare team
and manage health services and organization with a focus on primary healthcare facilities.
The SPH-IV module is offered in parallel with integrated biomedical and professional
competency development modules in pre-clerkship year three after SPH-III. Theoretical
discussions in the classroom are complemented with community experiences and projects to
reinforce understanding, apply new knowledge and develop practical competencies.
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YEAR FOUR MODULES
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CLERKSHIP II MODULE -14
MODULE TITLE: INTERNAL MEDICINE I MODULE CODE: CL-IM 504/1
DURATION: 6 WEEKS
PREREQUISITE: Successful completion of Year 1 & 2 modules and Clerkship I
Clerkship in Internal Medicine is intended to build upon the students knowledge, skill and
attitude required to the diagnosis and management of diverse internal Medicine diseases and
clinical problems and the acquisition of clinical skills with emphasis given to common health
problems of Ethiopia. To give emphasis to skill development this clerkship courses will be
delivered integrated and supported with longitudinal course of Professional competency
development (PCD), Primary care attachment relevant to Internal Medicine and Social and
population health (SPH).
Clerkship II in internal medicine intended to enable the for an increased measure of

responsibility and prepares students for Internship. This provides the Students to have the
experience of being the primary caregiver for patients in a well-supervised sitting.
Education in internal medicine clerkship will be delivered in different setting of health care and
in collaboration across disciplines.9 the students will have Outpatient and inpatient experiences:
Outpatient experience will be in the respective department of the hospital and also in the primary
care (Health centers) which will be coordinated with their specific department of attachment.|
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MODULE TITLE: SURGERY II
MODULE CODE: CL-SU 504/2
DURATION: 6 WEEKS
Surgical attachment during Clerkship is intended to build upon the students knowledge, skill
and attitude required in the diagnosis and management of diverse surgical diseases and clinical
problems and the acquisition of clinical skills with emphasis given to common life saving
procedures and interventions. In Clerkship II: Is intended to enable the student for an increased
measure of responsibility and prepares students for Internship. This provides the students to have
the experience of being the primary caregiver for patients in a well-supervised setting. Education
surgery clerkship will be delivered in different setting of health care and in collaboration across
disciplines. The students will have outpatient and inpatient experiences: Outpatient experience
will be in the respect department of the hospital and also in the primary care (Health centers)
which will be coordinated with their specific department of attachment.
To give emphasis to skill development this clerkship courses will be delivered integrated and
supported with longitudinal course of Professional competency development (PCD), Primary
care attachment relevant to surgery and Social and population health (SPH).
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MODULE TITLE: PEDIATRICS AND CHILD HEALTH II
MODULE CODE: CL-PED 504/3
DURATION: 6 WEEKS
Pediatrics and Child health is intended to build upon the students knowledge, skill and attitude
required to the diagnosis and management of diverse Infancy and Child hood and Adolescence
and clinical problems and the acquisition of clinical skills with emphasis given to common
Pediatrics and Adolescent health problems of Ethiopia. This will give the student focused
experience of in which they will learn about common and important principles of and emergent
problems in Hospital, ambulatory and community settings.
Pediatrics attachment in Clerkship II: Is intended to enable the student for an increased measure
of responsibility and prepares students Internship. Emphasis will be given to management of
clinical presentations and specific diseases process. This provides the students to have the
experience of being the primary caregiver for patients in a well-supervised setting.
To give emphasis to skill development this clerkship courses will be delivered integrated and
care attachment relevant to Pediatrics and Child health and Social and population health (SPH).
Education in Pediatrics and Child health clerkship will be delivered in different setting of health
care and in collaboration across disciplines. The students will have Outpatient and inpatient
experiences: Outpatient experience will be in the respect department of the hospital and also in
the primary care (Health centers) which will be coordinated with the Pediatrics and Child health.
In the Outpatient setting students will generally be supervised directly by staff
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physician/pediatricians. On in-patient services, students will be integrated into the ward team all
patients seen by clerks will be reviewed by a pediatric resident or by a staff the physician.
Students will be responsible for admission of their patients and their follow-up. They will be
expected to research each assigned patient's disease by the use of appropriate texts and journals
MODULE TITLE: OBSTETRICS AND GYNECOLOGY II MODULE CODE: CL-IM 504/4
DURATION: 6WEEKS
Obstetrics and Gynecology attachment during Clerkship is intended to build upon the students
knowledge, skill and attitude basic to the clinical and public health practice of the science of
Obstetrical and gynecology with emphasis given to common life saving procedures and
interventions. To give emphasis to skill development this clerkship will be delivered integrated
and supported with longitudinal course of Professional competency development (PCD), Primary
care attachment relevant to Obstetrics and Gynecology and Social and population health (SPH).
Clerkship II: Is intended to the student for an in measure of responsibility and prepares
students for Internship. This provides the students to have the experience of being the primary
caregiver for patients in a well-supervised setting.
Education in Obstetrics and Gynecology clerks will be delivered in different setting of health
care and in collaboration across disciplines. The students will have outpatient and inpatient
experiences: Outpatient experience will be in the respective department of the hospital and also
in the primary care (Health Centers) which will be coordinated with their specific department of
attachment.
MODULE TITLE: DERMATOLOGY
MODULE CODE: CL-DER 504/5
DURATION: 3 WEEKS
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Dermatology attachment during Clerkship is intended to build upon the students knowledge,
skill and attitude required in the diagnosis and management of diverse Dermatology and
Venereology diseases and clinical problems and the acquisition of clinical skills with emphasis
given to common health problems of Ethiopia. To give emphasis to skill development this
clerkship courses will be delivered integrated and supported with longitudinal course of
Professional competency development (PCD), Primary care attachment relevant to Dermatology
and Social and population health
MODULE TITLE: ENT MODULE CODE: CL-ENT 504/6
DURATION: 2 WEEKS
Clerkship in ENT is intended to build upon the students knowledge, skill and attitude required
to the diagnosis and management common Problems ENT seen among the out patients
presenting of the health care institutes in Ethiopia. Students will have the opportunity to examine
patients presenting with head and neck pathologies commonly seen by the Pediatrician, Internist,
or General practitioner such as: otitis media, sinusitis, tonsillitis, and other upper respiratory tract
infections, allergic rhinitis, and various benign and malignant neoplasm of the head and neck
region. A basic introduction into the interpretation of audiograms and other audiologist and
vestibular tests will be provided. And acquire the skill needed to manage simple and emergency
life threatening problems in ENT. To give emphasis to skill development this clerkship courses
will be delivered integrated and supported with longitudinal course of Professional competency
development (PCD), Primary care attachment relevant to ENT and Social and population health
(SPH).
MODULE TITLE: OPHTHALMOLOGY MODULE CODE: CL-OPH 504/7
DURATION: 2 WEEKS
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Ophthalmology attachment during Clerkship is intended to build upon the students knowledge,
skill and attitude required in the diagnosis and management of diverse Ophthalmologic diseases.
Emphasis is given to the management of major causes of blindness including performing minor
procedures. To enhance skill development, this clerkship courses will be delivered integrated and
care attachment relevant to Ophthalmology and Social and population health (SPH).
MODULE TITLE: EMRGENCY SURGICAL AND LIFE SAVING SKILLS MODULE CODE:
CL-ESS 504/8
DURATION: 12 weeks
PLACMENT IN THE CURRICULUM: Year 4
This module is intended to equip the student with the essential hands on skill on recognition
nature and severity of emergency conditions. This will be conducted by giving g emphasis to life
saving procedures in Surgery, Obstetrics and other essential clinical skill. During this attachment
students will have vast opportunity to work in causality wards, Operation theatre, Intensive care
unit, Anesthesiology department, Labor and delivery wards, to recognize and establish diagnosis
of patients who present in emergency conditions and participate in the surgical and medical care
of these patients.
The WHO Essential Emergency Surgical skills curriculum for district hospital has been adopted.
These skills will be given from starting date of the curriculum and will be consolidated and
further intensified in this module for 12 weeks
SOCIAL AND POPULATION HEALTH MODULE -22-1
MODULE TITLE: SPH V Research Methodology
MODULE CODE: SPH-V 504/9
DURATION: 19 weeks
Prerequisite: SPH I to IV and CBTP
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The fifth SPH module, which is offered in the first semester of Clerkship II, is intended to
prepare medical students to design and carry out operational health research. The module will
culminate with development of a research proposal. Students will continue working with a
research advisor to refine their research proposal during the second semester of Clerkship two
and conduct their research during internship.
The SPH-V module is offered in parallel with clinical rotations during the first semester of
second clerkship year. Classroom sessions are weaved with community and PHCU-based
experiences to reinforce understanding, apply knowledge, and develop practical competencies.
INTERNSHIP
TITLE: INTERNSHIP MODULE TITLE: INT-600/5
DURATION: 45 WEEKS
PLACMENT IN THE CURRICULUM: 4 Year
PREREQUISITE: Successful completion Year 4 (Clerkship II)
DESCRIPTION:
The aim of internship is to enable students to manage the common health problem of Ethiopia
including performing minor and some major clinical procedures. The Interns are also expected to
consult and refer patient when needed. Upon successful completion of the training, interns will
have completed 40 weeks of supervised clinical experience.
INTERNSHIP: PRIMARY HEALTH CARE UNITS ATTACHMENT
MODULE TITLE: TEAM TRAINING PROGRAM AT PRIMARY HEALTH CARE UNITS
MODULE CODE: IN-601/5
DURATION: 4 weeks
PLACMENT IN THE CURRICULUM: INTERNSHIP
PREREQUISITE: SPH I-V and CBTP
ATTACHMENT DESCRIPTION AND DESIGN:
This TTP attachment is intended provide medical Interns experiential learning opportunities
while providing primary health care services by working in multidisciplinary team with other
health professionals and provides opportunities for the Interns to practice in primary health care
settings (Primary hospital and health centre).Provide health education on the prevailing health
problems and the methods of preventing and controlling them; promotion of proper nutrition; an
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adequate supply of safe water and basic sanitation; maternal and child health care: including
family planning, immunization against the major infectious diseases; prevention and control of
locally endemic diseases; appropriate treatment of common diseases and injuries. This
attachment also helps the Interns to consolidate and apply the varies biomedical and clinical
sciences, Professional Competency Development and Social and Population Health leanings and
practice in the primary health care setting.
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The New Medical Curriculum for

FMOH AND FMOE

Addis Ababa, Ethiopia

2. THE CURRICULUM DEVELOPMENT PROCESS--------------------------------- 9

3. OVERVIEW OF THE CURRICULUM------------------------------------------------ 12

5. DURATION OF THE PROGRAM-------------------------------------------------- 13

9. COMPETENCIES FOR THE ETHIOPIAN MEDICAL DOCTOR----------- 15

10. CURRICULUM MODEL (DESIGN) -------------------------------------------------- 24

11. EDUCATIONAL STRATEGY----------------------------------------------------------- 25

12. PROGRAM ORGANIZATION: KEY COMPONENTS OF THE PROGRAM--- 28

13. PROGRAM STRUCTURE-------------------------------------------------------------- 33

14. LAERNING AND TEACHING METHODS ------------------------------------------38

15. A TYPICAL WEEK IN INTRODUCTION TO MEDICINE----------------------- 43

16. A TYPICAL WEEKS PROGRAM IN YEAR 1& 2----------------------------------44

17. A TYPICAL WEEKS PROGRAM IN YEAR 3&4(CLERKSHIP I&II) --------- 45

18. ASSESSMENT METHODS------------------------------------------------------------ 46

19. ADMISSION POLICY AND SELECTION CRITERIA------------------------- 53

20. GRADING AND CRITERIA FOR PROMOTION -------------------------------------55

21. GRADUATION REQUIREMENTS --------------------------------------------------------56

22. QUALITY ENHANCEMENT, MONITORING & EVALUATION----------------- 57

23. GENERAL OVER VIEW OF THE MAJOR ARMS -------------------------------------61

YEAR 1 MODULES -----------------------------------------------------------------------------89

YEAR II MODULES---------------------------------------------------------------------------------- 101

YEAR III MODULES-------------------------------------------------------------------------------- 110

YEAR IV MODULES------------------------------------------------------------------------------- 116

ACGME -Accreditation Council for Graduate Medical Education

Participants on the revision workshop:

W/t Ekram Redwan--------------------FMoH

1 MOH, Health and Health Related Indicators, 2001E.C.(2008/09)

2 Global Independent Commission (2010).Education of Health Professionals for 21st Century.

2. THE CURRICULUM DEVELOPMENT PROCESS

2.1. Phase one

Comprehensive Desk Review: A comprehensive desk review investigated current global

Competency Assessment Survey of General Practitioners (GPs): A national survey was

2.2. Phase two

Problem identification and general needs assessment of health care in Ethiopia.

Design the curriculum.

Develop goals and objectives for the curriculum.

Develop the resource standard for medical schools.

Develop a monitoring and evaluation system for the program.

2.3. Phase three:

Third phase included:

Capacity building survey of universities selected for implementation,

Review of the curriculum by international medical education experts,

Review of the curriculum by national experts,

Conduct a forum to build a national consensus.

2.4. Phase four:

Implementation of the curriculum.

Preparation for implementation

Preparation of medical schools for appropriate delivery of the curriculum

Implementation of the curriculum.

3. OVERVIEW OF THE CURRICULUM

1. Introduction to medicine module:This module integrates the biomedical sciences, Professional

5. Internship: Including primary care attachment and research.

It has integrated the different sciences at all levels.

Early clinical contact and longitudinal community based education,

Inter and Trans professional education

5. DURATION OF THE PROGRAM

All Ethiopians will enjoy highest possible standard of health care.

The goals of the curriculum are to:

9. COMPETENCIES FOR THE ETHIOPIAN MEDICAL DOCTOR

Competency-Based Education (CBE) is an approach to instruction and assessment that places

Seven domains of core competencies have been identified and documented.

In addition to identifying the competencies expected, provision of this information to all